PREPARATION OF FUTURE SPEECH AND LANGUAGE THERAPISTS FOR CORRECTIVE AND DEVELOPMENTAL WORK IN THE FIELD OF PHYSICAL DEVELOPMENT AND SENSORY STIMULATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Introduction. Inclusive education and the growing diversity of educational needs of children require new approaches to the professional preparation of future speech and language therapists for corrective and developmental work. In this context, higher education institutions should ensure the preparation of specialists capable of considering the individual characteristics of children with special educational needs and applying interdisciplinary approaches to their physical, sensory, and speech development. Particular attention should be paid to the integration of knowledge about motor activity and sensory stimulation into the professional preparation of future speech and language therapists.

Purpose. The purpose of the article is to analyze contemporary approaches to the preparation of future speech and language therapists for corrective and developmental work in the field of physical development and sensory stimulation of children with special educational needs and to clarify the content and methodological potential of such preparation.

Methods. Theoretical analysis of scientific and pedagogical literature and regulatory documents, systematization and generalization of the collected material, comparison, and modelling.

Results. Contemporary approaches to the professional preparation of future speech and language therapists for corrective and developmental work with children with special educational needs in the field of physical development and sensory stimulation have been analyzed. The content of such preparation has been specified, with attention to the need to integrate psychological and pedagogical, speech and language therapy, diagnostic, methodological, communicative, and interdisciplinary knowledge and skills. The significance of motor activity in the child’s overall development and participation in the educational process has been substantiated. Particular attention has been paid to motor coordination, motor planning, balance, postural control, regulation of motor activity, spatial orientation, and the organization of movement sequences. The role of proprioceptive, vestibular, tactile, visual, and auditory stimuli in creating conditions for speech activity and the child’s overall development has been clarified. The possibilities of integrating movement and sensory elements into corrective and developmental speech and language therapy activities have been identified. The article also reveals the potential of practical, problem-based and inquiry-based, interactive, case-based, simulation-based, and project-based teaching methods in the professional preparation of future speech and language therapists. The importance of practical training, professional modelling, analysis of professional situations, and reflective analysis for developing students’ ability to select and adapt appropriate exercises and techniques according to individual characteristics and needs of the child has been emphasized. Particular attention is paid to the interdisciplinary approach and the need to distinguish the professional competencies of speech and language therapists from those of physical therapists, occupational therapists, psychologists, and other specialists.

Conclusion. Effective preparation of future speech and language therapists for corrective and developmental work in the field of physical development and sensory stimulation should be based on the combination of fundamental theoretical knowledge with practical experience, professional modelling, and evidence-based approaches. Such preparation enables future specialists to consider the motor and sensory needs of children with special educational needs, integrate appropriate elements into speech and language therapy activities, and cooperate effectively with other specialists within an interdisciplinary team. Further research should focus on improving the content and methodological support of professional preparation of future speech and language therapists for the integration of physical development and sensory stimulation into corrective and developmental work.