FORMATION OF DIAGNOSTIC AND PROGNOSTIC COMPETENCE OF THE MASTER OF SPECIAL EDUCATION

Abstract

The task of the authors of the article was to study the level of one of the professional competencies, namely diagnostic and prognostic, which is achieved by graduates of the magistracy. This competence is necessary in the work of a special education teacher in the positions of tutor, teacher, employee of the inclusive resource center. Initially, it should be aimed at identifying specific educational needs and features of the child development, educational achievements; interpretation of their manifestations in the educational activity and behavior of the child with developmental disorders, which will be useful for the participants of the educational process during the organization of educational, correctional and developmental work in a special or inclusive educational institution. Considering that the modern assessment of special educational needs and child development is based on a complex, interdisciplinary knowledge of individual problems of the child, joint (team) work of a special education teacher with different specialists in the educational environment is envisaged, each of which contributes to the understanding of the structure of the personality disruption with features of psychophysiological disorder.
The results of the research on the issues of forming diagnostic and prognostic competence of the Master of Special Education are quite optimistic, since 90% of the respondents who have completed a full course of studies show high indicators, namely, the level of students’ awareness of the principles and tasks, the philosophy of the child development assessment system; attitude of pedagogical staff to the system of special education, to the assessment of the development of children with psychophysical disorders; level of knowledge, skills, skills of teachers in the organization of diagnostic work; willingness and ability to objectively and correctly process and interpret diagnostic results. All this is an important prerequisite for the introduction and further improvement of diagnostics as an important component of pedagogical activity.
Formation of diagnostic and prognostic competence of the Master of Special Education should focus on the social model of understanding inclusion, namely, in the focus - the child and his special educational needs, determining the special educational needs of the child, its strengths, providing psychological and pedagogical assistance to the child, taking into account the International Classification of Functioning, limitation of life and health, development of recommendations on organization of inclusive educational environment and teaching support of the child, permanent psychological and pedagogical support of the child, early child care, establishing inter-agency cooperation, interaction with parents.