“The lower the level of a child’s mental development, the higher the teacher’s education level should be,” wrote P. Schumann, a well-known German teacher and defectologist, at the beginning of the 20th century. Like ordinary children, a child with special educational needs has the right to receive a qualified pedagogical assistance, which can only be provided by a specially trained teacher-defectologist. For successful pedagogical activity in the structure of special education, ordinary pedagogical training is absolutely not enough.
The professional activity of a teacher-defectologist goes beyond the traditional teaching activity, closely interacting and intertwining with various types of socio-pedagogical, rehabilitation, consultative-diagnostic, psychotherapeutic, corrective and other types of "non-teaching" activities, being directed towards one goal - to promote a person from handicapped life activity in its social adaptation and integration by means of special education. The sphere of professional activity of a teacher-defectologist is such that he often has to be the initiator and active participant in social actions of mercy, charity, protection of the rights of persons with disabilities.
The teacher-defectologist works in close connection with the medical staff, implementing a comprehensive medical and pedagogical approach to eliminating disorders in people with disabilities and correcting the pathology against a favorable background. Given the need to participate in correctional work with children with special needs of teachers, educators and parents, the teacher-defectologist pays great attention to working with the teaching staff of the school and parents to promote special knowledge.
The professional activity of a teacher-defectologist is one of those that are associated with professional hazards that have a negative impact on health. In this regard, there are contraindications to this type of work for those who have deviations in the state of health and a significant discrepancy between the personal psychogram and the professional psychogram of the teacher-defectologist. The work of a teacher-defectologist makes high demands on the state of health of the organs of vision, hearing, nervous, cardiovascular and immune systems. Physical endurance, high resistance to infectious diseases, stable mental health are needed. Specialists and, of course, speech therapists, need to have correct speech and flawless pronunciation of sounds.
A teacher-defectologist is a person with a special mentality. Key features professional nature teacher-defectologist - kindness, responsibility, optimism, patience, empathy, energy, dedication to their work, loyalty to the vital interests of people with disabilities, respect and love for their pupils, professional honesty and decency. It is characterized by a humane assessment of a person in modern world, including people with disabilities.
There are few professions whose results would be equated with a miracle. When, as if by magic, the tragedy and hopelessness of life prospects for the child and his family recede, when the child can live a normal childhood life - play and learn, communicate with parents and make friends with peers, perform on the school stage, make crafts and draw, prepare to be an adult a person who needs his country.
The professional activity of a teacher-defectologist is akin to the miracle about which it is written in the New Testament:
“They brought to Him a deaf, tongue-tied man and asked Him to lay His hand on him.
Jesus, taking him aside from the people, put his fingers in his ears and, spitting, touched his tongue;
And looking up at the sky, he sighed and said to him: "Effafa", that is, "open".
And immediately his hearing was opened, and the bonds of his tongue were loosed, and he began to speak clearly...
And they marveled exceedingly, and said: He does everything well:
And he makes the deaf to hear and the dumb to speak” (New Testament // From Mark, ch. 7; st. 32, 33, 34, 35, 37).
test questions and tasks
1. What is the essence of education as a social phenomenon?
2. What is the role of education in society and its development?
3. Expand the meaning of the main functions of modern education.
4. Define the concept of "education".
5. What is the main link of the educational and pedagogical process, what are its pedagogical components and how is their interaction manifested?
6. What are the constitutional and legal provisions on education?
7. What is the specificity of understanding education as a system? Give a general description of the education system in modern Belarus.
8. What general and professional characteristics should a graduate have educational institution?
9. Make a “Memo to a Beginner Defectologist Teacher”: write 10 - 15 problems that make it difficult for a professional pedagogical activity beginner specialist. Then, on the A. Maslow scale of needs, evaluate which level each of the problems belongs to. What level is dominant? How do you explain this distribution?
10. Make a terminological dictionary on the topic of the lecture, try to give concise, clear, clear definitions of the concepts given in the lecture.
| | | 4 | | | | | | |
Similar Documents
Analysis of the criteria and levels of formation of the competence of interaction with a child with developmental disabilities in a future teacher-defectologist. Development and structure of the corresponding, pilot study conditions affecting its effectiveness.
The concept of competence, its mandatory components. The problem of the readiness of a defectologist teacher for professional activities. The structure of professional competence. Satisfaction with the quality of education in the process of preparing a student-defectologist.
article, added 01/10/2018
The concept and structure, the main components of the teacher's professional competence. The content and components of its practical and theoretical readiness. Evaluation of the formation of analytical skills as one of the criteria for pedagogical excellence.
abstract, added 01/02/2013
The experience of the competence of a teacher-defectologist as a component of the content of pedagogical education. Indicators of the importance of professional and pedagogical competence. The status of a teacher, his educational functions, requirements for the level of professionalism.
article, added 09/15/2016
The main functions (communicative, organizational, pedagogical and psychological) of the professional competence of a social teacher, the principles of its diagnosis. Stages of socio-pedagogical diagnostics of a teacher's professional competence.
lecture, added 09/01/2017
abstract, added 11/13/2010
Analysis of the organization of correctional development and correctional work in special schools. Characteristics of the activity of the teacher-defectologist in the basis of the corrective work. Characteristics of the specifics of pedagogical work with abnormal children.
article, added 02/06/2019
Determination of the essential and formal characteristics of the teacher's professional competence additional education. Conducting experimental and search work to test the effectiveness of the acmeological model for the development of the teacher's professional competence.
Studying the problems of pedagogical deontology. The structure of professional competence. Analysis of the ratio of professional competence and pedagogical skill of the teacher. Special, social, personal, individual competence of the teacher.
abstract, added 11/12/2013
Theoretical approaches to the definition of the essence of the concept "professional competence of a teacher". Characterization of the structure of the teacher's professional competence, taking into account the study of approaches of different scientific schools. professionally important personal qualities.
The main directions of correctional and developmental work: - sensory and sensorimotor development; -formation of space-time relations; - mental development - normalization of the leading activity of age - formation of versatile ideas about objects and phenomena of the surrounding reality - enrichment of the vocabulary development of coherent speech correction of sound pronunciation There is no single uniquely successful method of reception or form of work with students and their parents. Students have the following speech development disorders: Four students of the first ...
Share work on social networks
If this work does not suit you, there is a list of similar works at the bottom of the page. You can also use the search button
PROFESSIONAL
COMPETENCE
TEACHER-DEfectologist
The construction of the pedagogical process as a dialogue between the participants in the educational space implies a high level of professional competence of the teacher, therefore, the competency-based approach in education is of particular value.
Implementation teaching practice associated with the allocation and meaningful description of the competence of the teacher as a set of personal and professional qualities that allow him to successfully solve problems related to the organization of education and upbringing of children, including children with special needs of psycho-physical development, taking into account the specifics of their educational needs.
The competencies of a teacher-defectologist act as a means and condition for the development of the competencies of his students. This is especially significant in connection with the problems of personal and professional development of people with OPFR, issues of their quality of life, development, and subsequent employment.
Directions of work of a teacher-defectologist:
- diagnostic direction.
The main task of this direction is to predict possible difficulties in the education and development of each child, to determine the causes and mechanisms of problems that have already arisen.
Diagnostic activities include:
The study of the personal files of students (these are: pedagogical characteristics, a conclusion about the neuropsychic state of the student, the conclusion of the commission of defectologists of the Vitebsk City Correction Center, the study of the child's speech cards from the preschool educational institution);
Establishing contact with the child's parents, studying the child's living conditions, individual characteristics and positive aspects child;
Supervision of the child during and after school hours;
The study of the products of the child's activity (notebooks, drawings, crafts);
Use of standardized methods.
2. Corrective direction.
It is a system of corrective influence on educational and cognitive activity, the personal sphere of a child with OPFR in the dynamics of the educational process.
The main directions of correctional and developmental work:
Sensory and sensorimotor development;
Formation of space-time relations;
Mental development
Normalization of the leading activity of age
Formation of versatile ideas about objects and phenomena of the surrounding reality
Enrichment of the dictionary, development of coherent speech, correction of sound pronunciation
There is no single, uniquely successful method, method or form of work with students and their parents. It all depends on the specific situation, which cannot be passed by, and sometimes it should be specially created.
3. Analytical direction.
It includes an analysis of the process of corrective influence on the development of the student and an assessment of its effectiveness.
The need for this area of work is due to the need for an integrated approach to the problems of the child, which involves:
System analysis personal and cognitive development of the child;
Creation of complex individual correctional and developmental programs aimed at the development and correction of various aspects of the personal and cognitive development of the child;
Prevention of student overload;
Interaction of specialists within the framework of the school SCP
Consultative-educational and preventive direction.
Consultations are held to assist parents and teachers in the education and upbringing of children with OPFR.
Direction tasks:
Prevention of secondary, tertiary disorders in the development of the child, overload of students, the choice of an adequate regime of work and rest at school and at home;
Improving the professional competence of teachers and expanding knowledge in the education of children with developmental disabilities;
Providing professional assistance to parents and families of students in matters of education, in solving emerging problems;
Preparation and inclusion of teachers and parents in solving correctional and educational problems, the implementation of individual comprehensive correction and development programs.
Forms of work:
Systematic performance at parent meetings, pedagogical councils of the school, methodological associations of teachers-defectologists;
Questioning of parents;
Individual counseling for teachers and parents upon request;
Consulting teachers and parents on the results of the survey;
Educational consulting (explanation of the stages of the correctional program, demonstration of methods of correctional and developmental tasks, games, exercises);
Step-by-step counseling for teachers and parents (adjustment of development and correction programs, collection of additional information about the student).
4. Organizational and methodological direction.
Includes preparation and participation in councils, MO, pedagogical councils, paperwork.
Thus, in his work, a teacher-defectologist working with children with OPFR is actively involved in all areas educational process. He organizes his activities in the conditions of interaction of specialists, together with them develops and implements comprehensive individual programs for correction and development, conducts consultative and educational work with teachers and parents.
Our site has been in existence for five years. I have been working at the point for the third year. The total number of students receiving assistance at the point this year is 22. Three students receive advisory assistance.
Students have the following speech development disorders:
Four students of the first grades have the conclusion "Unsharply pronounced general underdevelopment of speech."
In speech therapy, the concept of "general underdevelopment of speech" (OHP) is applied to such a form of speech pathology in children with normal hearing and primary intact intelligence, in which the formation of all components of the speech system is disturbed, i.e. there is a late appearance of speech, a meager vocabulary, agrammatisms, defects in pronunciation and phonemic formation.
This type of underdevelopment is understood as insufficient development of vocabulary, grammatical structure and phonetic side of speech for one reason or another.
Children in this category experience persistent difficulties in mastering the primary education program. secondary school due to insufficient formation of the speech function and psychological prerequisites for mastering full-fledged educational activities. Without such help, they not only experience difficulties in the process of communication, but also find themselves among the staunchly underachievers.
General areas of work with children with HB OHP include:
1. Development and improvement of psychological prerequisites for learning: stability of attention; observation (especially to linguistic phenomena); memorization abilities; ability to switch; skills and techniques of self-control; cognitive activity; arbitrariness of communication and behavior.
2. Formation of full-fledged learning skills: planning upcoming activities, monitoring the progress of one's activities (from the ability to work with samples to the ability to use special self-control techniques); work at a certain pace (the ability to quickly and accurately write, count; analyze, compare, collate, etc.); application of knowledge in new situations; analysis, evaluation of the productivity of their own activities.
3. Development and improvement of communicative readiness for learning: the ability to listen carefully and hear the teacher-speech therapist, without switching to extraneous influences; submit your actions to his instructions; the ability to understand and accept the learning task set in verbal form; the ability to purposefully and consistently (in accordance with the task, instructions) to perform learning activities and adequately respond to the control and evaluation of a speech therapist.
4. Formation of communicative skills and abilities adequate to the situation of educational activity: answers to questions in strict accordance with the instruction, task; answers to questions in the course of educational work with adequate use of the acquired terminology; application of the instruction (algorithm); the use of learned educational terminology in coherent statements.
Three pupils of the first grades have a speech disorder "Erased form of dysarthria"
The erased form of dysarthria is one of the most common and difficult-to-correct disorders of the pronunciation side of speech in children of primary school age, associated with organic damage to the central and peripheral nervous systems.
This is a violation of the pronunciation side of speech, due to a lack of innervation. speech apparatus.
With minimal dysarthria disorders, there is insufficient mobility of individual muscle groups of the speech apparatus (lips, soft palate, tongue), general weakness of the entire peripheral speech apparatus due to damage to certain parts of the nervous system. Today it can be considered proven that, in addition to specific disorders of oral speech, there are deviations in the development of a number of higher mental functions and processes responsible for the formation of written speech, as well as a weakening of general and fine motor skills.
Studying the anamnesis of children with erased dysarthria, factors of an unfavorable course of pregnancy and childbirth, asphyxia, a low Apgar score at birth, the presence of a diagnosis of PEP - perinatal encephalopathy in the vast majority of children in the first year of life are revealed.
To carry out successful correctional work with children with an erased form of dysarthria, it is necessary to highlight the main aspects:
The implementation of a differentiated approach in overcoming dysarthria, with increased or decreased muscle tone.
Formation of clear static-dynamic sensations of the articulatory muscles.
Consistency in the work on the formation of phonemic operations, the development of the melodic-intonation side of speech, the processes of breathing, voice formation, articulation.
The communicative orientation of training is the use of plot, didactic games, project activities in the process of automation of sound pronunciation.
Three more pupils of the first classes have the conclusion of dyslalia (various forms). This is a violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus, the most common violation among the violations of the pronunciation side of speech.
These disorders are manifested in defects in the reproduction of speech sounds: their distorted pronunciation, the replacement of some sounds with others, the mixing of sounds, and - less often - their omissions.
The causes of various forms of dyslalia may be associated with pathologies of the speech apparatus or the characteristics of the speech education of the child. If we are talking about the physiological form of the disease, then it is based on the age-related underdevelopment of organic structures, which is corrected as we grow older.
Mechanical dyslalia is a consequence of genetically determined acquired or congenital anomalies of the organs responsible for speech. One of the common causes of the mechanical type of the disease is a shortened hyoid frenulum, which impedes the movement of the tongue. Proper articulation can be difficult even with the disproportionate size of the tongue itself. In some cases, the factors contributing to the occurrence of dyslalia are various anomalies in the structure of the dentoalveolar apparatus: a strongly protruding upper or lower jaw, gaps in the dentition, an abnormal structure of the palate, a splitting of the palate, too short a frenulum of the upper lip.
The main work to overcome dyslalia is the correction of sound pronunciation, that is, the formation of skills and abilities for the correct reproduction of speech sounds. With the right organization speech therapy work a positive effect is achieved with all types of dyslalia. With mechanical dyslalia, in some cases, success is achieved as a result of joint speech therapy and medical intervention.
A prerequisite for success in working with students with the listed disorders is the creation of favorable conditions: emotional contact between a speech therapist and a child, an interesting form of organization of classes, a combination of work methods to avoid overworking the child.
Teachers-defectologists of the junior school department apply phonetic rhythm. This is a system of motor exercises, which is aimed at the formation of phonetically correct speech. Phonetic rhythm helps the child to normalize speech breathing, change the pitch and strength of the voice, perceive, distinguish, reproduce various rhythms, express emotions using various intonational means.
Exercises for the development of fine motor skills of the hands. Training the movements of the fingers and hands is the most important factor stimulating speech development child, contributing to the improvement of articulatory movements. In my work, I use finger games, graphic dictations on lexical topics, tracing templates and shading images, various tasks with handouts, SU-JOK, etc.
Articulation gymnastics, which is the basis for the formation of speech sounds - phonemes - and the correction of violations of sound pronunciation; it includes exercises for training the mobility of the organs of the articulatory apparatus, working out certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group. With children of primary school age, articulation gymnastics is carried out by imitation based on pictures.
Breathing exercises.An individual lesson with a younger student begins with exercises to activate breathing. Proper speech breathing ensures normal sound formation, creates conditions for maintaining normal speech volume, strict adherence to pauses, maintaining speech fluency and intonation expressiveness. In practice, we use a variety of games for the development of breathing, for example, “Breeze”, “Leaf fall”, “Pinwheel”, etc.
The remaining 12 students from the 3rd to the 5th grade have in the conclusion violations of written speech, namely various types of dysgraphia, one student has a conclusion - dyslexia (in addition to dysgraphia).
Dysgraphia is the inability (or difficulty) to master writing in the normal development of the intellect. In most cases, dyslexia and dysgraphia are observed in children at the same time, although in some they can occur separately. Dyslexia is a violation of the ability to master the skill of reading.
Dysgraphia in children is a disease expressed in violations of the development of written speech. Very often, parents do not even suspect that this disease is present in a child. The appearance of dysgraphia is due to the lack of formation of some mental functions, due to which there is a partial violation of the very process of writing words. Dysgraphia junior schoolchildren may manifest itself in the presence of persistent or frequently recurring errors. The problem has nothing to do with the child's ignorance of the spelling rules. The disease manifests itself in approximately 30% of school-age children, usually detected in second-graders. Many parents believe that various new education systems are to blame for this problem, causing students to have learning problems due to brain overload. But this is not true, as well as the fact that this disease is a consequence of the mental retardation of the baby. Mental retardation or impairment of this function is in no way associated with the occurrence of dysgraphia in schoolchildren.
Violation of the writing process cannot arise without reasons and rarely exists on its own. As a rule, the problem also affects: the lexical and grammatical side of speech, sound pronunciation, speech coherence, phonemic perception.
Therefore, very often the functional and organic causes of dysgraphia coincide with the causes of such disorders as: dysarthria and dyslalia. Dysgraphia in a child may also appear if he has encephalitis, birth trauma, or there was asphyxia during childbirth.
Symptoms of dysgraphia in school age, as well as the symptoms of dyslexia, can also appear with brain damage or its underdevelopment during pregnancy.
Types of dysgraphia and their features:
In general, dysgraphia is divided into 5 main types, but I will briefly talk about two types found in my students.
This is an acoustic form of dysgraphia. Deviations are expressed in the replacement of the correct letters with those that correspond to sounds close to them. Replaceable pairs include: deaf and sonorous sounds - P-B, T-D, F-V, Sh-Zh; hissing and whistling - F-Z, Sh-S, as well as couples S-C sounds, C-T, W-H, W-T. In the pronunciation of sounds in words, no violations are observed.
And the second form is dysgraphia on the basis of a violation of language analysis and synthesis. Because this form is the most common, it is commonly referred to as the motor form. The motor form of dysgraphia is usually expressed in the appearance of specific errors.
For example: a child skips letters or whole syllables in words, does not add words, rearranges syllables or letters in words, adds extra letters to words, repeats any letter or syllable in a word, combines syllables of completely different words in one word, separates from words prefixes, and prepositions are written together with words.
The main work to overcome dysgraphia in younger students is aimed at the differentiation of phonetically similar sounds, the development of syllabic and phonemic analysis and synthesis.
A speech therapist is not an understudy of a teacher and, while doing his main job of correcting speech defects in children, he must create a platform for the successful assimilation and correct application of grammatical rules by students, i.e. to bring students to an understanding of grammatical rules, on the one hand, and on the other hand, to consolidate the educational material given by the teacher, associated with the correctional process.
The main task is to educate children's linguistic instinct.
The relationship between the correctional and educational processes contributes to the successful assimilation by students of the material on mother tongue generally.
Other related works that may interest you.vshm> |
|||
| 13390. | Professional competence of a psychologist | 11.8KB | |
| In dictionary foreign languages the concept of competence is revealed as having competence - the terms of reference of any institution of a person or a circle of persons on issues that are subject to someone else's jurisdiction. The concept of competence in relation to the characteristics of the level of professional training is used relatively recently. Dahl understands competence as full rights and uses it mainly in the legal sphere: A competent judge who can and has the right to judge someone about something or someone is a full-fledged judge. | |||
| 7400. | Communicative competence of children of senior preschool age as a condition of personal and socio-psychological readiness for schooling | 326.73KB | |
| Personal and socio-psychological readiness for schooling of older children preschool age. The relevance is due to the rapid development of the formation of the personality of children in social conditions in connection with the dynamic transformations that occur in modern society. In modern reality, the interest of researchers in the problem of the formation of key competencies in preschool children naturally increases. | |||
| 20079. | PROFESSIONAL ETHICS | 54.38KB | |
| Axiology as a doctrine of values. CODES OF PROFESSIONAL ETHICS The essence and content of managerial ethics as a theory and social practice. MANAGEMENT PROFESSIONAL ETIQUETTE Etiquette and its content Leadership style as a reflection of professional etiquette. | |||
| 3926. | Professional activity of a psychologist | 21.04KB | |
| Professional and personal in the work of a psychologist are very often closely related. It is difficult to be one person in personal terms, but completely different in professional activity. Therefore, personal qualities constitute an important foundation for the professional success of a psychologist. | |||
| 19504. | Auditor Ethics | 40.66KB | |
| The essence of auditing. Development of internal standards for an audit firm. The main purpose of the audit activity is to establish the reliability of the accounting financial statements of economic entities and the compliance of their financial and business transactions with the regulations in force in the Russian Federation. An important aspect of audit activity is the responsibility of the auditor as a subject of professional activity. | |||
| 1277. | Medical, vocational and social rehabilitation | 765.3KB | |
| A complex of rehabilitation measures for the disabled. During the period of transition to market relations in our country, with the advent of economic instability, inflation, impoverishment, increased stratification of society, an increase in the number of unemployed refugees, internally displaced persons without a fixed place of residence, the problem of social protection of citizens became very acute. In addition, the urgency of the problem is determined by the presence in social structure Russian society of a significant number ... | |||
| 2725. | Professional social network "Community of users of unique scientific equipment" | 15.48KB | |
| In 2009, in order to implement an innovation-oriented scenario for the development of the South of Russia, the Executive Directorate of the Program for the Development of the South federal university a professional social network of scientists and researchers of the Southern Federal District was created: Network community of users of unique scientific equipment. The main purpose of the portal of the Network Community of Users is to organize the processes of interaction and cooperation of scientists, researchers, engineers of the Southern Federal University of the Association of High... | |||
| 21053. | Change in social status and deformation of the Russian intelligentsia, its professional differentiation | 20.94KB | |
| Many modern Western intellectuals sometimes make categorical judgments about the role of the intelligentsia in Russian society. Thus, an English researcher of Hungarian origin, who lived in the USSR for a long time, and now is a lecturer in the Department of Political Science at the University of Redington, Tibor Samueli, argued that "the Russian intelligentsia was an instrument of destruction ...". | |||
| 6739. | TECHNOLOGY OF SELF-DEVELOPMENT OF THE TEACHER | 25.66KB | |
| In pedagogy, such work on oneself is called self-education and self-development. What are the components of self-development, the components of professional self-education What are the ways, means and methods of mastering the process of self-education Studying the life and work of great people convinces us that a critical attitude towards oneself to the results of one’s activity most of all stimulates a person to constant personal and professional self-improvement. The next step in self-education is the formulation of goals, that is ... | |||
| 2360. | Forms of work of a social pedagogue | 11.69KB | |
| Form Pros Cons parent meetings cool Take little time; Coverage of a large number of parents at the same time; Many ready-made developments for holding parent meetings; Prompt delivery of information No individual approach; School-wide parent meetings Lectures Working with class assets Parent conferences Nowadays, 3 types of education can be distinguished: Formal - education acquired by a student in an institution specially designed for training by specially trained specialists .... | |||
WORLD PROFESSION
DEFECTOLOGIST
The content of labor.
The profession of defectologist is at the intersection of medicine and pedagogy. Defectology (lat. defektus lack) is a science that studies the patterns and characteristics of the development of children with physical and mental disabilities and issues of their education and upbringing. A defectologist is a specialist who works with such children. The purpose of the work is the maximum possible development and adaptation in social, educational, household, professional and other spheres due to the existing features.
There are several defectological specialties - deaf pedagogy, oligophrenopedagogy, tiflopedagogy, speech therapy.
The deaf teacher teaches children with hearing impairments, from completely deaf to hard of hearing; an oligophrenic pedagogue teaches children with mental deficiencies; typhlopedagogue - with visual impairments. A speech therapist is a generalist who works with all types of speech disorders.
Working conditions.
The defectologist works in conditions of high psychological and communicative load. Communication at work is intense.
Areas of use:
defectologists work in special schools and boarding schools, medical and psychological centers, development centers, medical institutions, special institutions and social services in education, etc.
Dominant professional orientation
- to work with people.
Professional personality type
Social, research.
Dominant interests
-
pedagogy, psychology, medicine;
related
- economics, law.
Required Qualities.
The specialist must have patience, compassion, have a pronounced humanistic orientation. Emotional stability, observation, tact, ability to analyze, perseverance,
focus on results.
Good knowledge is required in pedagogy, psychology, special and age-related pedagogy and psychology, in sections of medicine in the field of existing disorders, in social, legal issues, in professional orientation, social adaptation and employment prospects.
Prospects for professional growth
- scientific and methodological work, administrative promotion.
The profession of defectologist is in demand in the labor market. In the future, a high steady demand for specialists in this field is expected.
The profession of defectologist can be obtained in the following
higher pedagogical educational institutions:
Russian State Pedagogical University named after A. I. Herzen, Faculty of Correctional Pedagogy (specialties: deaf pedagogy, typhlopedagogy, oligophrenopedagogy, speech therapy). St. Petersburg, emb.
R. Moiki, d. 48. Tel. 314-69-84;
Leningrad State Regional University. A. S. Pushkin, Faculty of Correctional Pedagogy and Special Psychology (specialties: typhlopedagogy, deaf pedagogy, oligophrenopedagogy, speech therapy), Pushkin, Petersburg highway, 10. Tel. 465-66-99, 466-05-07;
Institute of Special Pedagogy and Psychology of the International University of Family and Child. R. Wallenberg (specialties: speech therapy, special preschool pedagogy and psychology, oligophrenic pedagogy). St. Petersburg, st. Voronezhskaya, 42. Tel. 325-57-12, 325-57-13.
WORLD PROFESSION
linguist
The content of labor.
The linguist comprehensively studies the language, its nature, functions and internal structure, historical development and classification. Linguistics is divided into general and particular, theoretical and applied. General linguistics collects universal data on all languages, and private is the science of one language. Applied linguistics is the application of linguistic knowledge in practice. For example, teaching a language, creating textbooks and dictionaries, translating from one language to another. One of the promising applied (directions) is the use of the mathematical apparatus; in the description of the language for the creation of special computer programs.
Areas of use.
Works in research institutes, educational institutions, in editorial offices and libraries, as well as in various public, cultural and industrial organizations, as a teacher, scientific employee, literary editor or translator.
Dominant interests - Russian language and literature, foreign language;
related interests - history, law, journalism.
Professional orientation to work with sign systems, texts.
Required Qualities : competent, clear oral and written speech, good hearing and memory, patience and perseverance. Such qualities as inattention will interfere with successful work.
Related professions : Russian language and literature teacher, foreign language teacher, editor.
Career prospects depend on the chosen specialty. For example, for a translator, they may be associated with the work of literary translation of literature.
Constant, steady demand in the labor market.
Education can be obtained:
Saint Petersburg State University, Faculty of Philology. St. Petersburg, Universitetskaya nab., 7-9. Tel. 328-20-00;
Nevsky Institute of Language and Culture. St. Petersburg,
st. B. Raznochinnaya, 27. Tel. 230-38-44;
Higher Administrative School of the Government of St. Petersburg. St. Petersburg, Voznesensky Ave., 5. Tel. 312-31-75,314-83-97;
Moscow State University, Faculty of Philology. Moscow, Leninskiye Gory. Tel. 939-32-76;
University of the Foreign languages Russian University Friendship between nations. Moscow, st. Miklukho-Maklaya, 9. Tel. 434-71-60.432-75-08;
Russian State University for the Humanities. Moscow, st. Miusskaya, 6; st. Chayanova, 15. Tel. 250-61-18;
Yaroslavl State University P. G. Demidov, Yaroslavl, st. Kirova, 8/10. Tel. 30-32-10;
Pomor State University M. V. Lomonosov, Arkhangelsk, Lomonosov Ave., 4. Tel. 44-20-56;
Kaliningrad State University, Kaliningrad, st. A. Nevsky, 14. Tel. 43-64-32, 46-59-17;
Novgorod State University Yaroslav the Wise, Novgorod, st. B. St. Petersburg, 41. Tel. 2-04-57, 2-72-44.
WORLD PROFESSION
"Defectologist"
| Profession name | defectologist |
| Dominant way of thinking | adaptation - analysis |
| Basic knowledge area No. 1 and their level | medicine, level 3, high (theoretical) |
| Basic knowledge area No. 2 and their level | pedagogy and psychology, level 2, intermediate (practical use of knowledge) |
| Professional area | pedagogy |
| Interpersonal interaction | often like "next to" |
| Dominant Interest | social |
| Additional Interest | research |
| Working conditions | indoor, seated |
education and training of children with physical and mental
disadvantages: oligophrenopedagogy - education and training of mentally retarded children, deaf pedagogy - work with the deaf and weakly
hearing children, typhlopedagogy - work with the blind and weakly
seeing children, speech therapy - setting the correct and oral
speech, correcting its shortcomings.
work with children of preschool and primary school age
for the prevention and correction of individual violations;
selection of children in special groups, taking into account their deviations;
diagnosis and subsequent correction of existing disorders
in children;
♦ drawing up programs for the activities of specialized educational institutions;
♦ organizing activities of educational institutions for children with physical and mental disabilities;
♦ adaptation (preparation) of abnormal children to life in society; development of various adaptation programs for children with disabilities; ♦ preparation of children with any violations for labor activity.
ABILITIES:
♦ the ability to competently express one's thoughts (verbal abilities);
♦ communication and interaction skills with people;
♦ public speaking skills;
♦ good hearing (the ability to catch the smallest changes and features of the pronunciation of various sounds);
♦ good command of articulation (the ability to correctly show by facial expressions the ways and features of the pronunciation of words and sounds);
♦ good development of short-term and long-term memory;
♦ a high level of concentration and switching of attention (the ability to focus on one subject for a long time while simultaneously disconnecting from others and the ability to quickly move from one type of activity to another); ♦ logical thinking;
♦ high level of development of creative thinking.
♦ ability to listen and understand other people;
♦ tact;
♦ benevolence, ethics;
♦ disinterestedness;
♦ tolerance for people's shortcomings;
♦mindfulness ♦ responsiveness;
♦ sensitivity;
♦ creativity (creativity)
defects of speech, hearing in a specialist of this profession;
lack of sociability;
lack of inclination to work with children;
emotional imbalance;
aggressiveness;
rigidity of thinking (inability to correct the program
activities as required by the situation).
polyclinics;
children's educational institutions (kindergartens and schools
boarding schools);
specialized kindergartens for children with disabilities
orgy;
special schools for children with various disabilities;
private practice.
The concept of "defect" comes from the Latin word defectus, which means flaw, defect. In turn, the word "defectology" contains two parts ("defect" and "logy") - this is a pedagogical science that studies the features of the development, education and upbringing of abnormal children. It includes speech therapy, oligophrenopedagogy, deaf pedagogy and tiflopedagogy.
The study of children with developmental disorders is carried out by medicine, pedagogy and psychology. Among the well-known psychologists who devoted part of their work to this problem, we can name L. S. Vygotsky, G. E. Sukharev, V. V. Lebedinsky. The peculiarities of the development of education and upbringing of abnormal children began to be actively studied at the beginning of the 20th century, since only timely diagnosis can help a child with disabilities develop in almost the same way as an ordinary one. A defectologist with the help of special means, corrective work can achieve significant compensation - the restoration or replacement of a child's impaired function.
Educational institutions teaching this profession:
The profession of a defectologist can be obtained at the following higher educational institutions of a pedagogical profile.
1. Moscow State Pedagogical University. V. I. Lenin. Moscow, st. Kibalchicha, 16. Tel. 245-03-10, 246-81-63.
2. Moscow State Correspondence Pedagogical Institute. 109004, Moscow, st. Upper Radishchevskaya, 18. Tel. 376-32-21.
3. Moscow City Pedagogical University. Moscow, passage 2nd Selskokhozyaistvenny, 4. Tel. 181-77-21.
4. Moscow Pedagogical State University. 119435, Moscow, st. M. Pirogovskaya, 1. Tel. 932-47-53, 246-60-11.
WORLD PROFESSION
Social
teacher
Dominant activities:
work with difficult children and teenagers;
constant control of life, study, life of a difficult child, teenager;
ascertaining the cause of deviant behavior;
conversations with the class teacher;
conversations with a child, a teenager;
maintaining contact with the children's room of the police;
conversations with the juvenile inspector, joint solution of the child's problems in order to resolve the issue of deregistration;
maintaining contact with the school psychologist (working with the child,
adolescent on the basis of a psychological examination);
work with parents;
clarification of the cause of the situation;
parental advice;
organizing and conducting events for the education of difficult
children and adolescents at the district and territorial level (labor camps);
conversations with the immediate environment of the child, adolescent (friends,
relatives, friends).
Qualities that ensure the success of professional activities:
ABILITIES:
♦
love for children; developed communication skills (skills of communication with people); developed verbal abilities (the ability to speak clearly, clearly, expressively); good memory; mental and emotional balance;
developed organizational skills
properties;
the ability to empathize;
flexibility of behavior;
the ability to keep a distance;
teaching ability;
high level of distribution
attention (the ability
pay attention to several
objects at the same time).
Personal qualities, interests and inclinations:
♦
♦
propensity to work with children; the ability to lead; high degree personal responsibility;
self-control and balance;
tolerance;
invaluable attitude towards people;
interest and respect for others
to a person;
persistence;
sociability;
empathy;
activity;
tact;
demanding of oneself and others;
observation.
Qualities that impede the effectiveness of professional activity:
aggressiveness;
disgust;
selfishness;
lack of organizational skills;
lack of love for children;
mental and emotional imbalance;
inability to empathize;
irresponsibility;
rigidity of thinking (inability to change ways of solving
tasks in accordance with changing environmental conditions).
educational institutions (schools, technical schools, colleges, vocational schools,
universities);
children's camps;
children's camp sites;
children's military institutions;
children's colonies;
social organizations (orphanages, orphanages, boarding schools,
centers of creativity and leisure);
city and municipal educational and methodological centers.
Pedagogy in the form of rules and instructions for adults on childcare appeared a long time ago. First systems pedagogical education originated in ancient Greece (IV-V centuries BC).
In Europe in the Middle Ages, in modern times and in the Renaissance, a large number of different pedagogical theories. The most famous teachers of that time were Pestalozzi, J. Locke, Rousseau, and others. In Russia, L. N. Tolstoy, K. D. Ushinsky, A. S. Makarenko, and others made a great contribution to the development of Russian pedagogy.
The position of "social teacher" was introduced in 2000. This innovation was dictated by such facts as the increase in the number of children with deviant behavior, the growth of juvenile delinquency. Previously, this problem was dealt with by the class teacher and the organizer of extracurricular activities.
Educational institutions teaching this profession:
The profession of a social pedagogue can be obtained in specialized secondary or higher educational institutions.
Secondary specialized educational institutions:
Moscow State Vocational Pedagogical
college. 109382, Moscow, st. Lublinskaya, 56/2. Tel. 351-39-12.
Moscow Educational and Pedagogical Complex "Pedagogical
school-lyceum No. 1 named after. K. D. Ushinsky. 113095, Moscow, st. B. Or
dynka, 47. Tel. 959-17-33.
Moscow Pedagogical College No. 3.103051, Moscow, st. Sa
Dovaya-Samotechnaya, 8. Tel. 299-04-72, 202-69-73.
University Pedagogical College №5. 123022, Moscow,
per. Stolyarny, 16. Tel. 255-02-27, 253-50-79.
Educational and pedagogical complex "Pedagogical College-Lyceum
No. 10". 109457, Moscow, st. Fedor Poletaeva, 2, bldg. 7. Tel. 175-42-54.
Moscow Educational and Pedagogical Complex "Pedagogical Col
ledge lyceum №13". 125183, Moscow, st. B. Academic, 77a.
Tel. 482-98-28.
Higher education institutions:
Peoples' Friendship University of Russia. 117198, Moscow, st. Mick
lukho-Maclay, b. Tel. 433-40-29.
Moscow State Open Pedagogical University
them. M. A. Sholokhova. 109004, Moscow, st. Upper Radishchevskaya, 16/18.
Tel. 376-16-68.
Moscow Pedagogical State University. 119882,
Moscow, per. M. Sukharevsky, 6. Tel. 207-00-97.
Orthodox St. Tikhon Theological Institute. Moscow,
st. Novokuznetskaya, 236. Tel. 951-67-84.
Thanks
The site provides reference information for informational purposes only. Diagnosis and treatment of diseases should be carried out under the supervision of a specialist. All drugs have contraindications. Expert advice is required!
Sign up to Defectologist
To make an appointment with a doctor or diagnostics, you just need to call a single phone number
+7 495 488-20-52 in Moscow
Or
+7 812 416-38-96 in St. Petersburg
The operator will listen to you and redirect the call to the right clinic, or take an order for an appointment with the specialist you need.
Or you can click the green "Sign Up Online" button and leave your phone number. The operator will call you back within 15 minutes and select a specialist that meets your request.
At the moment, an appointment is being made with specialists and clinics in Moscow and St. Petersburg.
Who is a defectologist?
Defectologist is a specialist with professional training in such a field as defectology ( also called correctional pedagogy
). It should be noted that a defectologist is not a doctor, but this specialty is at the intersection of medicine and pedagogy. Defectology deals with the developmental features of children with mental or physical disabilities. Also, this industry specializes in the development and implementation of the principles of education and training of such children. Accordingly, a defectologist is a specialist whose competence includes working with children with certain mental or physical disabilities. To work as a defectologist, you need to get a higher Teacher Education majoring in defectology. During the training, future defectologists, in addition to pedagogical disciplines, receive training in psychology and some areas of medicine. A specialist with such an education can work in an institution as a teacher ( kindergartens, schools), and medical ( clinics, hospitals) profile. Defectologists can also be on the staff of various rehabilitation institutions, centers for social protection and psychological assistance.
Teacher-( teacher)-defectologist
A defectologist teacher is a specialist who is on the staff of an educational institution ( kindergarten, schools) general or special profile. Such a teacher can work both with individual patients who have certain problems, and with all pupils or students ( for example, in specialized institutions for children with visual or hearing impairments).The main task of this specialist is to correct and compensate for the shortcomings that exist in the child. Correction means correcting a problem that disrupts the normal perception of the world around. Compensation is a compensation for an existing deficiency through the development of other, similar capabilities and skills in a baby.
This specialty combines many areas, since the principle of working with a child who has hearing problems is different from the approach to a child with mental disabilities. Today there are 4 main directions in defectology.
A defectologist may have one of the following specializations:
- Surdopedagogy. This specialist works with those children who suffer to some extent ( from minor problems to complete absence) hearing and / or speech from birth or due to past diseases, injuries. The deaf teacher teaches the child sign and tactile language, develops residual hearing and skills necessary for better adaptation to environmental conditions. During operations on the ears, the deaf teacher is engaged in the postoperative rehabilitation of the child.
- Tiflopedagogy. This specialist works with blind or visually impaired children. The task of the typhlopedagogue is to improve ( if possible) the residual function of vision, as well as the development of other skills that will help the child become a full-fledged person with an existing problem. In his work, the defectologist uses special technical devices, with the help of which manipulations are performed to correct vision.
- speech therapy. A speech therapist works with those patients who have problems in general with speech or with the pronunciation of specific sounds. Children with such problems as stuttering, speech delay, dyslexia fall under the competence of a speech therapist ( reading difficulties), dysarthria ( slurred speech), aphasia ( loss of speech due to brain damage). Defectologist corrects existing shortcomings ( if possible), and in the complete absence of speech in the patient stimulates its development. He works not only on the formulation of speech, but also teaches the patient to use intonation correctly, answer questions logically, and make correct sentences.
- Oligophrenopedagogy. A representative of this profession deals with children diagnosed with developmental delay, mental retardation ( mental retardation), autism ( mental disorder). He also works with patients who have not one but several mental, speech and/or hearing impairments. In addition, the oligophrenopedagogue provides assistance to children who do not suffer from any mental illness, but have difficulty adapting to the team. This correction specialist works on the development of intellectual skills ( if necessary), teaches the patient to express their emotions and desires ( especially important in cases where the patient has speech problems), helps to find a common language with peers.
The work of a defectologist with children
The nature of the defectologist's work with children largely depends on the direction in which he specializes. At the same time, there are general principles on which the correctional teacher relies in his practice, regardless of his specialization. So, a single goal for all defectologists is to motivate children to learn ( what is it in general education program, and separately with a defectologist). Many children with hearing, visual or intellectual disabilities lack the desire to learn ( for example, because of the clear difference between peer achievement and personal academic achievement). The task of the defectologist is to explain to the child the importance of learning and to do everything possible in order to stimulate interest and reduce the difficulties experienced by the baby.The teacher's work on correction begins with a survey of students in order to identify children with certain problems. Then the identification is carried out by appearance, by expression) defects and the subsequent grouping of children with similar disorders. Subsequently, the defectologist conducts both individual and group classes. The work is based on various modern methods, the choice of which depends on the type of deviations in students.
All work with children carried out by a defectologist can be divided into several stages, the sequence of which is determined by the specialist himself.
There are the following stages in the work of a defectologist with children:
- Acquaintance with the surrounding world. This stage is necessary in order for the child to form the most complete perception of the reality around him. Such classes broaden children's horizons, teach them to be attentive and take responsibility for their actions ( for example, if you don’t use an umbrella in the rain, you will get wet).
- Teaching mathematics. In such classes, children learn to distinguish the shapes and sizes of objects, their color, quantity and other characteristics. They compare and classify a variety of objects or events, establishing certain patterns, cause-and-effect relationships.
- sensorimotor development. The basic element of such activities are various games aimed at improving fine motor skills ( fingers). Children perform different actions with their hands ( draw, sculpt, design), repeat the exercises for the hands and fingers after the teacher. Much attention is paid to the implementation of various actions ( brushing teeth, combing), the purpose of which is to maintain personal hygiene.
- Game training. Often children with disabilities mental development do not have the skills of a team or any other game. In such classes, the defectologist organizes a variety of games, explaining to the children their rules and principles. Learning to play helps the child learn the world and find common ground with peers.
Of great importance in the professional activities of this specialist is counseling parents. The help of a defectologist is aimed at teaching adults how to create and maintain a healthy intra-family atmosphere. Often a defectologist conducts classes to which not only children, but also their parents are invited.
What is the difference between a defectologist and a speech therapist?
The difference between a speech therapist and a defectologist who specializes in working with children with speech defects lies in the target audience and the goals of the classes. So, if children without deviations in mental or physical development are sent to a speech therapist, then a defectologist works with patients who have certain disorders. The work of an ordinary speech therapist is to eliminate existing speech disorders ( incorrect pronunciation of sounds, words). The goal of the defectologist-speech therapist is to teach the child to express his thoughts and restore gaps in knowledge that provoke difficulties in communication. The following example clearly explains the difference between these specialists. So, a speech therapist's patient may be a child who incorrectly pronounces the word "box" due to the incorrect pronunciation of the sound r. A child is sent to a defectologist-speech therapist who not only cannot pronounce, but also uses the word “box” inappropriately because he does not know its meaning.Defectologist
As mentioned above, a defectologist is not a doctor, since he does not have medical education. At the same time, such a specialist can work on the staff of a polyclinic, hospital or other medical institution, most often for children. The reason for visiting a defectologist may be suspicions of deviations in the mental or physical development of the child. This specialist will conduct a diagnostic test that will confirm or refute the assumption that the child is lagging behind.Diagnostics ( analyzes) defectologist
The defectologist does not conduct or prescribe any laboratory tests ( type of blood or urine test). This specialist uses a diagnostic test that allows you to assess the level of development of the child as a whole, as well as its individual skills. To do this, the defectologist asks questions, asks to perform some actions, and also evaluates the appearance of the child. Sometimes he specifically makes positive or negative remarks in order to gauge the child's reaction to negativity or approval. Circumstances can also be artificially modeled to determine the child's attitude and behavior in difficult, atypical situations. For a more complete assessment, parents can be interviewed, as well as documents showing the child's progress at school or a preschool institution can be used. In some cases, a diagnostic card can be used, which is previously developed by a defectologist. The diagnostic card of a defectologist contains the following headings:
- information about the child and parents ( age, last name / first name / patronymic and other information);
- diseases of parents and close relatives, including those that are inherited;
- birth data ( what pregnancy is in a row, were there any complications during the bearing or birth of a child, at what time was the baby born);
- information about early development ( when the child began to independently hold his head, sit, walk);
- How did language skills develop? when the first babble appeared, the first words, the first phrases);
- illnesses and serious conditions transferred by the child;
- whether the baby was engaged with other specialists, and what were the results;
- whether the child expresses interest in the game, in learning.
Reference ( conclusion) defectologist
The conclusion of a defectologist is a documented verdict that this specialist makes after examining the child. It should be clarified that the defectologist does not make a conclusion about the presence of any specific mental or physical abnormalities, but only provides an assessment of certain skills of the child. In other words, this specialist does not make a diagnosis, but only describes the condition of the baby.The nature of the data that is indicated in the defectologist's certificate depends on the age and problem of the child. But there are also general characteristics that are indicated in all the conclusions that a defectologist makes.
The defectologist's certificate contains the following information about the child:
- how the child provides information about himself ( quickly or after several requests, in expanded form or says only the name);
- the ability to make visual, tactile, verbal contact ( how quickly and naturally the child contacts with the environment, whether he is interested in this);
- character general activities child ( whether there is motivation, stability and desire to engage in any type of activity for a long time);
- Is the approach to gaming activity, to toys adequate ( does the child use toys for their intended purpose, does he understand the rules of the simplest games, is he interested in such activities);
- how the child reacts to approval, praise, remark, own failures;
- assessment of such children's qualities as attention, visual perception, memory, thinking;
- does the child understand pictures / expressions with a hidden meaning, does it reveal meaningless / ridiculous plots;
- how developed and coordinated is the motor activity of his hands;
- how coordinated is the child's gait, movements of the whole body;
- Are the learning skills appropriate? writing, reading a) program requirements and age;
- whether the child distinguishes objects according to their color, size and other characteristics;
- whether he is oriented in space and time.