Volume 05 Issue 11-2024
103
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
103-106
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
Depending on the severity of speech disorders, school-aged children receive various forms of speech therapy support.
Children with mild speech defects are admitted to public schools and can be treated in school speech therapy centers.
The role of speech therapy centers is to correct verbal and written speech disorders in students, prevent and eliminate
difficulties in mastering general education programs in a timely manner, and conduct educational work with teachers
and parents on speech disorders.
This article addresses the issues of digitalizing the independent learning process in preparing speech therapy students
for inclusive activities.
KEYWORDS
Digitalization, inclusive education, competence, environment, speech, model.
INTRODUCTION
The function of speech is one of the most important
psychological functions of a person. In the process of
speech development, higher forms of cognitive activity
and thinking abilities are formed. The significance of
words is inherently generalizing, which makes them
not only units of speech but also units of thought.
While they are not identical and emerge independently
to some extent, during
a child’s psychological
development, a complex and qualitatively new
entity
—
verbal thinking
—
appears.
Research Article
THE METHODOLOGY OF DIGITALIZATION IN THE INDEPENDENT
LEARNING PROCESS FOR PREPARING SPEECH THERAPY STUDENTS
FOR INCLUSIVE ACTIVITIES
Submission Date:
November 09, 2024,
Accepted Date:
November 14, 2024,
Published Date:
November 19, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-11-21
Umarov Eldor Dusyarovich
Assistant at the Samarkand Branch of Tashkent University of Information Technologies named after
Muhammad al-Khwarizmi, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 11-2024
104
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
103-106
OCLC
–
1242041055
Publisher:
Master Journals
In Uzbekistan, the issues of educational technologies,
digitalization, and organizing the independent learning
process have been addressed in the scientific and
methodological works of R. Juraev [5], N.
Sayidakhmedov [10], A. Kh. Makhmudov, and F. U.
Anarbaeva [9].
In psychological and pedagogical literature, special
attention is paid to studying a person’s readiness for
specific activities, from school readiness to
professional self-awareness. Scholars such as B.G.
Ananyev [1] and others have investigated the problem
of developing readiness for any activity, while E.A.
Ekzhanova and E.A. Strebeleva [7] and others have
explored the development of teachers’ re
adiness to
work in inclusive education.
V.A. Slastenin defined readiness as a complex synthesis
of interconnected components and identified the
following aspects:
a) Psychological readiness
, which refers to the
formation of attention (at various levels) necessary for
pedagogical activity in an educational institution;
b) Scientific-theoretical readiness
, which involves
having the necessary amount of pedagogical,
psychological, and social knowledge required for
qualified pedagogical activity;
c) Practical readiness
, which includes having
professionally developed skills and competencies;
d) Psychophysical readiness
, which involves the
presence of conditions conducive to mastering
teaching activities and the development of personally
significant professional qualities;
e) Physical readiness
, which refers to health and
physical development that meet the requirements of
pedagogical and professional activity [11].
The issue of raising children with and without mental
or physical disabilities together was also examined by
psychologists and defectologists such as T.A. Vlasova
[4] and others at the beginning of the 20th century.
Thus, the following contradictions emerge in the
digitalization of the independent learning process for
preparing speech therapy students for inclusive
activities:
•
The objective necessity of improving
specialists’ professional competencies required for
pedagogical activities in an inclusive education
environment versus the lack of adapted models for
implementing this strategic task in the practical
activities of speech therapists;
•
Insufficient readiness to digitalize the
independent learning process for preparing speech
therapy students for inclusive activities;
•
Increasing demands on the quality of
training speech therapy students to support children’s
speech and personal development in an inclusive
education environment versus insufficient scientific
and pedagogical support for this process.
The readiness to digitalize the independent learning
process for preparing speech therapy students for
inclusive activities will be achieved if:
•
The specific characteristics of training
speech therapy students for teaching activities in an
inclusive education environment are clarified;
•
A corresponding pedagogical model is
developed as the systemic basis for this process;
•
Pedagogical conditions for implementing
this model are developed and applied;
•
The core competencies required for
preparing speech therapy students for inclusive
activities are identified and substantiated, and the
Volume 05 Issue 11-2024
105
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
103-106
OCLC
–
1242041055
Publisher:
Master Journals
practical component of the educational process is
organized through internships in inclusive education
environments, strengthening practical activities such
as tutoring and assisting in educational institutions.
In connection with identifying the possibilities and
limitations of digitalizing the independent learning
process for preparing speech therapy students for
inclusive activities, numerous discussions have been
held regarding educational neurotechnologies and
robotics. According to these discussions:
1.
Many researchers and educators question
the significance and necessity of digitalizing the
independent learning process in an inclusive education
environment, pointing out harmful psychological
(cognitive, emotional, behavioral, value-based), social,
and physiological consequences, including “digital
diseases.”
2.
Some scholars argue that the current
neurotechnologies and robotic technologies being
developed are largely impractical, ambiguous, and
ethically and scientifically poorly grounded, requiring
clear limits on their application. These discussions
focus not on whether digital tools are beneficial or
harmful but on where and when they can be effectively
utilized. The availability and introduction of new
technologies, programs, and devices into education
lead speech therapy students to understand what
happens and should happen as a result of using these
developments.
Depending on the severity of speech disorders, school-
aged children receive various forms of speech therapy
support. Children with mild speech defects are
admitted to public schools and can be treated in school
speech therapy centers. The role of speech therapy
centers is to correct verbal and written speech
disorders in students, prevent and eliminate difficulties
in mastering general education programs in a timely
manner, and conduct educational work with teachers
and parents on speech disorders. When speech
disorders cannot be corrected in school speech
therapy centers and children are unable to work on
equal terms with their peers due to existing defects,
teaching through digitalization can have positive
effects.
Inclusive education implies a unified curriculum for all
categories of students requiring special education,
ensuring continuity between primary and general
education, as well as between special and general
education programs. For children facing difficulties in
speech development, it is necessary to create optimal
pedagogical conditions that correspond to their age,
individual typological characteristics, and somatic and
neuropsychological health. The educational process
should include interactions between diagnosis and
consultation, correction and development, treatment
and prevention, and social activities.
Digitalizing the independent learning process for
preparing speech therapy students for inclusive
activities should initially be limited to specific tasks
aimed at assisting teachers and students, reducing
stress in education, making learning more valuable and
engaging. Despite the familiarity with artificial
intelligence, individuals must still share their
languages, information systems, and problem-solving
methods, yet it remains challenging for them to be at
least carriers of cultural guidelines and prohibitions.
Therefore, the digitalization of the independent
learning process for preparing speech therapy
students for inclusive activities not only enhances the
interaction between students and teachers, making it
interactive and effective, but also improves the quality
of education and provides opportunities for further
individualizing the learning process.
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Volume 05 Issue 11-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
103-106
OCLC
–
1242041055
Publisher:
Master Journals
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