Volume 04 Issue 12-2024
244
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
244-251
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the topic of developing professional competencies in future speech therapists represents an important
scientific and creative approach aimed at training highly qualified specialists in the field of speech therapy. This article
analyzes the process of forming and developing professional competencies of speech therapists. Emphasis is placed
on expanding the knowledge and skills of future speech therapists, mastering and applying new methods in practice,
and developing competencies necessary for the effective implementation of diagnostic and therapeutic processes.
The article covers information on issues such as methodological approaches to speech therapy, the use of innovative
technologies and individual approaches. The importance of continuing education and advanced training for the
development of professional competencies, as well as taking into account the values of social responsibility and ethics,
is also emphasized. This study will have a significant impact on the success of future speech therapists in developing
speech and language and will serve to ensure their professional growth.
KEYWORDS
Speech therapy, professional competence, speech development, continuing education, innovative technologies,
methodological approaches, diagnostics and therapy, practice and knowledge, speech therapy skills, social
responsibility, professional ethics, advanced training.
INTRODUCTION
In the modern information field, where science is
rapidly developing, high-quality professional training
of highly qualified specialists remains one of the urgent
issues facing society. The processes taking place in the
social and cultural environment, changes in society,
and the refinement of modern human mentality
Research Article
DEVELOPMENT OF PROFESSIONAL COMPETENCES IN FUTURE SPEECH
THERAPISTS
Submission Date:
December 15, 2024,
Accepted Date:
December 20, 2024,
Published Date:
December 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-52
Zokirova Sarvinoz Baratovna
Teacher Of Tashkent State Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
245
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
244-251
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
require an increase in the requirements for the quality
of personnel training.
Currently, not only in our country, but also in other
countries, there is a sharp increase in the number of
children with speech and developmental disorders.
These processes lead to an increase in the need for
psychologists, special educators: speech therapists,
typhlopedagogues, surdopedagogues and other
specialists.
A person who wants to master one of the listed special
pedagogical
specialties
must
have
mastered
theoretical knowledge from a medical and pedagogical
perspective, regularly work on himself, think critically
and creatively, in short, have professional competence
(professional skills). According to A. Andreev, the
professional skills of a teacher "...are determined
primarily by the level of professional education, the
person's experience and individual abilities, the desire
for purposeful self-development and independent
learning, and a creative and responsible approach to
his work."
A future specialist who aims to work with children with
various types of disabilities differs from an ordinary
teacher or educator. The knowledge and skills that
such a teacher must possess are relatively broader and
deeper, and they are aimed at studying the
characteristics of children with developmental
disabilities. To become a qualified specialist in their
profession, it is necessary to go through a multi-stage
path of education. Students who graduate from
general secondary education and enter university have
a general idea of their chosen profession, a certain
amount of theoretical knowledge that can be applied
in practice. Future speech therapists must master a
systematic "chain" of various knowledge and skills
during their education, which will help them in working
with children in the future. Graduates must master
general cultural, general pedagogical and professional
skills that are important in preparing future speech
therapists. In the modern world, where science and
technology are rapidly developing, it is a requirement
of the times to organize the process of correctional
pedagogical education with children with speech
disorders in an unconventional way based on
innovative technologies. This, in turn, requires the
formation of a number of qualities in students of the
faculty of special pedagogy.
One of the modernized directions of training specialists
in modern conditions is the introduction of a
competent approach to the framework of education in
pedagogical universities, in which the content of
education reflects the theoretical and practical issues
of society, and a competency system is visible in the
form of certain goals and objectives of education.
Currently, the idea of a competent approach is being
studied as a sign of the replacement of integral
directions and goals of education, as an open order for
the content of education. The competent approach
implies the systematic updating of knowledge, and the
acquisition of new information that can be used in
specific situations to solve professional tasks. The need
for a competency-based approach is manifested in
major changes in the life of society, rapid socio-
economic
development,
which
requires
the
improvement of professional education based on the
requirements of society and the development of new
approaches to determining the goals, objectives and
content of education.
The competency-based approach in Uzbekistan has
not only a pragmatic orientation, but also a clearly
visible humanistic orientation. As I. Zimnyaya notes, it
Volume 04 Issue 12-2024
246
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
244-251
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
“… if we study the competencies contained in it as
complex human qualities that include both intellect
and emotional and moral components, then it helps to
preserve cultural-
historical, ethnosocial values” [3].
I. Zimnyaya describes the competency approach as a
systematic and interdisciplinary approach that
incorporates human and activity aspects, that is, it
emphasizes its practical, pragmatic, humanistic
orientation[3]. He bases his point of view on the
concepts of I. Blauberg and E. Yudin on the division of
methodological analysis into four levels: philosophical,
general, exact science, methodological.
In connection with the modernity of the issue under
consideration, we can see the relevance of the
competency approach in the scientific research of V. I.
Baydenko, I. A. Zimnyaya, N. V. Kuzmina, A. K. Markova,
L. M. Mitina, B. Oskarsson, D. Raven, Yu. G. Tatur, G.
Khalaj, A. V. Khutorskoy, W. Hutmacher, R. W. White.
Analysis shows that the transition of higher education
to a competency-based education system will lead to
the elimination of the problem of imbalance between
professional education and the labor market.
Professional competence is a set of knowledge, skills,
abilities and personal and professional qualities of a
specialist in his profession that are necessary to
achieve effective results in his work. Professional
competence includes various aspects necessary for a
person to perform his profession effectively and at a
high level, including:
1.
Knowledge: Possession of theoretical knowledge,
basic concepts and methodologies related to the
profession.
2.
Skills: The ability to apply the acquired knowledge
in practice, that is, the practical skills necessary for
professionals to perform high-quality work.
3.
Abilities: Psychological, intellectual and physical
capabilities necessary to perform a particular
profession.
4.
Experience: Practical experience and knowledge
gained during work in a professional activity.
5.
Personal qualities: Adherence to social, moral and
ethical standards necessary to ensure professional
success.
The development of professional competencies in
future speech therapists is the process of forming the
knowledge, skills, and competencies necessary to
ensure effective work in the field of speech therapy.
The development of these competencies helps future
speech therapists to increase their level of
professionalism and become qualified specialists. This
process can be carried out in several directions.
Strengthening theoretical knowledge for speech
therapists is the basis of professional activity and is the
process of deepening the knowledge necessary for the
development and implementation of effective speech
therapy approaches. Theoretical knowledge includes
many different disciplines and concepts in the field of
speech therapy, each of which is of great importance
in the professional activity of a speech therapist.
Speech therapists need to know the structure and
functioning of the human speech apparatus. This
includes the oral cavity, tongue, lips, teeth, vocal cords
and other components. Understanding how each of
them participates in the speech process is very
important for the successful work of a speech
therapist.
Volume 04 Issue 12-2024
247
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
244-251
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
It is necessary to know which parts of the brain are
associated with speech, in particular, the Broca area,
the Wernicke area, and their disorders. In addition, it is
important to gain knowledge about how the processes
of speech development and processing occur.
How does a child's speech develop, and what changes
occur in what periods? For example, how children aged
0-3 develop the ability to produce sounds, speak, and
understand speech.
Knowledge of various disorders of speech and
language development, such as alalia (slow speech
development), dysarthria (motor speech disorders),
aphasia (brain dysfunction), dyslexia (difficulties in
writing), and other conditions.
Studying speech and language from a psychological
perspective. This means studying the relationship of
language to cognitive processes, the interrelationship
of psychological factors (attention, memory, language,
and thinking) in the perception and expression of
language.
Understanding the role of psychological factors in
speech development or speech disorders, as well as
the individual characteristics of a person (intellectual
level, social development) and the influence of the
environment.
Speech and language disorders can occur for various
reasons. Future speech therapists should know the
theoretical methods necessary to identify these
disorders.
These
include
diagnostic
tests,
questionnaires, speech observation, and video
analysis.
Analyze speech disorders in terms of organic
(biological causes) and functional (psychological or
social causes) and understand the difference between
them.
It is necessary to master the theoretical foundations of
speech therapy. These methods should be adapted to
the individual needs of the child or adult. Methods are
applied at different levels (phonetics, grammars,
lexical-grammatical systems) and through different
means (nonverbal communication, visual aids, sound
reminders).
Study of effective rehabilitation methods to correct or
reduce speech disorders. This includes special
exercises, language training programs, communication
games, and other methods.
Speech and language development is not only related
to biology or psychology, but also social and cultural
factors play an important role. Future speech
therapists must also take into account different social
groups in society, the family environment, the school
system and cultural differences.
It is important for speech therapists to understand the
social changes in language, the role of communication
in society and the social functions of language.
Study and apply new scientific research and
methodologies in the development, diagnosis and
rehabilitation of speech and language. This includes
neuroscientific and psychological research, as well as
the impact of technologies and new treatment
methods.
The development of practical skills of speech
therapists is the process of mastering the skills and
competencies necessary to ensure the effective
implementation of professional activities. Practical
skills allow speech therapists to apply theoretical
Volume 04 Issue 12-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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P
AGES
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244-251
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge in real life and in clinical settings. The
development of these skills is important for a speech
therapist to diagnose, treat, and rehabilitate speech
and language disorders and provide individual care to
patients.
It is important for future speech therapists to have the
skills to conduct diagnostic examinations. Future
speech therapists should learn to use various
diagnostic tools, tests, and questionnaires. These tools
can be used to identify conditions that do not
correspond to the normal development of speech and
language. The diagnostic process includes the
following elements:
Listening to speech: Assessing how complete, clear,
and coherent the patient's speech is.
Speech analysis: Analyzing the patient's grammatical,
lexical, and phonetic errors.
Assessing communicative abilities: Determining what
difficulties arise in communication.
Psychological
tests
and
techniques:
Using
psychological tests to assess the individual
characteristics of speech development and the general
state of mind. These tests can, for example, identify
differences in speech and thinking between children
and adults.
Individual approach: It is necessary to develop an
individual approach to each patient's speech or
language disorders. The practical skills of the speech
therapist help to develop rehabilitation or treatment
programs in accordance with the needs of the patient.
Speech therapy: Special exercises to correct speech,
practices on sound production and articulation.
Language development: Exercises to improve the
grammatical and lexical aspects of the language.
Development of communication skills: Methods and
exercises that help develop effective communication
with patients (dialect games, dramatic role-playing
games, etc.).
Individualization of exercises: It is necessary to develop
an individual set of exercises for each patient,
depending on his age, level of development, and type
of speech disorder. For example, game-based methods
can be used for young children, and more complex
cognitive-methodological approaches can be used for
adults.
Phonetics and articulation exercises: Involves
identifying and working with sounds in speech.
Correcting
speech
disorders
requires
correct
pronunciation of sounds, working with the lips,
tongue, and oral apparatus.
Sound
Identification:
Teaching
the
correct
pronunciation of sounds and their final articulation
when performing phonetics exercises.
Articulation exercises: Special exercises to ensure the
proper functioning of the articulatory apparatus
(tongue, lips, teeth).
Speech correction: Special exercises to make speech
clear and fluent. These exercises help restore activity in
the speech centers of the brain and increase the
patient's confidence in their own speech.
Motivation: Encouraging and motivating patients who
are struggling with speech or language disorders is
necessary. Speech therapists should learn to help
patients regain self-confidence, encourage them to
Volume 04 Issue 12-2024
249
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
244-251
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
participate more in communication, and prepare them
to achieve positive results when developing their
practical skills.
Positive reinforcement: Encouraging patients' small
successes and giving them praise, gifts, or other
rewards.
Patient Support: Improving the mental health of
patients struggling with speech and language
disorders, increasing their confidence, and supporting
their social integration.
Possessing the above aspects will provide practical
assistance
to
future
speech
therapists
and
representatives of the field of special pedagogy in
mastering their professional competence and
becoming good specialists in their field.
Speech therapy diagnostic and examination skills are
one of the most important professional competencies
of a speech therapist. The correct approach and
competent methods are necessary for identifying and
analyzing speech and communication problems. The
development of these skills plays an important role in
the effective and accurate identification of speech and
language disorders by speech therapists, as well as in
the development of individual therapy and
rehabilitation processes. Speech therapy diagnostic
and examination skills require the mastery of
professional experience and methods. By developing
these skills, future speech therapists will be successful
not only in identifying speech and language disorders,
but also in organizing effective treatment and
rehabilitation processes. The use of innovative
technologies and new methods in the field of speech
therapy today plays an important role in achieving
effective and rapid results in restoring speech and
communication skills. New technologies provide
speech therapists with the opportunity to facilitate
complex tasks, individualize the treatment process,
and make the learning process more interactive and
interesting. Effective use of such opportunities ensures
that future specialists master the field and work
correctly with a child in need.
Today, various mobile applications and computer
programs are widely used to identify, diagnose and
treat speech therapy problems. With the help of these
tools, interactive and game-like exercises can be
developed for children and adults. These are available
in the form of mobile applications and programs, as
well as computer programs. "Articulation Station",
"Speech Blubs", "Linggraphica" and other applications
designed to develop speech. They help children
develop pronunciation and vocabulary. Programs used
to analyze speech and create individual exercises. With
the help of these programs, speech therapists can
synchronously analyze the patient's speech and
accurately identify problems.
Innovative
technologies,
especially
artificial
intelligence (AI) and machine learning, make it possible
to make speech therapy diagnostics more effective. In
speech and language diagnostics, AI can be used to
quickly perform analyzes and analyze the results in
detail. Using automatic speech analysis and learning
algorithms, errors in language and pronunciation can
be detected. This method saves time when analyzing
speech and helps to obtain more accurate results.
Artificial intelligence systems can be useful in quickly
and effectively assessing speech development.
Machine learning algorithms can be used to identify
changes and improvements in the speech of children
and adults. One of the innovative methods is
gamification. Speech therapy in the form of a game
Volume 04 Issue 12-2024
250
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
244-251
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
becomes more interesting and effective for children
and adults. This method makes the therapy process
more motivating and allows patients to be involved in
the process. Speech therapy games and interactive
exercises play an important role in this process. In
speech development, games can be used to learn
words,
improve
pronunciation,
and
develop
communicative skills. These games are especially
useful for children, because they like to learn through
play. Creating special interactive programs for children
or adults, for example, games aimed at correcting
word placement or changing pronunciation. This can
help develop their speech and language skills.
Biofeedback and neurofeedback technologies are
among the newest and most effective methods in
speech therapy. With the help of these technologies,
the effectiveness of therapy can be increased by
monitoring the physiological reactions of patients and
directing them correctly.
Biofeedback technology allows you to measure the
activity of speech organs (for example, tongue, mouth,
nose) and brain activity. For example, to improve brain
activity and control physiological processes for correct
speech.
Neurofeedback technology allows you to measure and
analyze the activity of various parts of the brain, which
allows the speech therapist to develop more individual
and effective approaches to working with the patient.
CONCLUSION
To develop the professional competencies of future
speech therapists, all necessary knowledge, skills and
experience must be constantly improved. This, in turn,
will allow speech therapists to provide high-quality
services and help them become more effective in
restoring speech and communicative abilities. Speech
therapist diagnostic and examination skills require the
mastery of professional experience and methods. By
developing these skills, future speech therapists will be
successful not only in identifying speech and language
disorders, but also in organizing effective treatment
and rehabilitation processes. The use of innovative
technologies in the field of speech therapy not only
makes the therapy process effective and interesting,
but also allows for quick and accurate results in
restoring patients' speech and communication skills.
Modern technologies, such as distance therapy, new
methods such as game-based learning and artificial
intelligence, are creating new opportunities for speech
therapists. For future speech therapists, mastering
these technologies and successfully applying them in
practice will help to further improve their professional
skills.
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OCLC
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Publisher:
Oscar Publishing Services
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