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INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025
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SPEECH THERAPIST TECHNOLOGY SCIENCE TEACHING
IN THE PROCESS FUTURE SPEECH THERAPISTS
PROFESSIONAL COMPETENCIES DEVELOPMENT
Kh.Sh. Makhmudo
Teache a Kokand S a e Uni e si y
h ps://doi.o g/10.5281/zenodo.17655365
Abs ac . This in he a icle speech he apis echnology science educa ion in he p ocess
u u e speech he apis s’ p o essional compe encies de elop issue illumina ed. In he s udy speech
he apis o educa ion mode n app oaches, inno a i e s udy om echnologies use e iciency and
p ac ical aining h ough p o essional quali ica ions o ma ion oads analysis Also, he u u e
speech he apis s’ speech iola ions de ec ion, co ec ion aining o ganiza ion o play, o play
om echnologies use and communica i e skills de elop in he p ocess compe ency-based
app oach impo ance based on gi en. A icle o he esul s acco ding o, speech he apis
echnologies igh applica ion u u e o expe s’ p ac ical eadiness in inc easing impo an ac o
become se ice does.
Keywo ds: speech he apis echnology, speech he apy, special educa ion, oca ional
compe ence, speech he apis p epa a ion, speech diso de s, co ec ion pedagogy, inno a ion
echnologies, in e ac i e me hods, p ac ical exe cises, communica i e compe ence, e lexi e
app oach, lea ning p ocess, p o essional skill, me hodical p epa a ion, game echnologies,
pedagogical inno a ion.
INTRODUCTION
Mode n socie y equi es specialis s wi h a high le el o o ma ion o socially signi ican
compe encies, who a e able o sol e social p oblems. In his ega d, he socio-pedagogical
unc ions o he p o essional ac i i y o speech he apis s, which a e ca ied ou h ough he social
educa ion o child en wi h speech diso de s, a e expanding. As a esul , he scope o p o essional
ac i i y o a speech he apis is expanding, which is ela ed no only o he co ec ion o speech
diso de s, bu also o he e o m o he en i e p ocess o aising and educa ing child en wi h speech
de ec s who need quali ied suppo , pedagogical p o ec ion and socio-pedagogical assis ance, and
social ehabili a ion. A bachelo 's deg ee in special pedagogy (speech he apy) should be p epa ed
o ca y ou he ollowing ypes o ac i i ies: co ec ional-pedagogical, diagnos ic-consul a i e,
esea ch, cul u al-educa ional. They p o ide he con en o a holis ic co ec ional p ocess.
LITERATURE ANALYSIS.
Acco ding o Yu.G. Ta u , compe ence in speech he apy echnology is a desc ip ion o
success ul ac i i y in a pa icula a ea o si ua ion. This is explained by he ac ha a pe son canno
be absolu ely compe en [94]. This e m is used in ela ion o a si ua ion in which a pe son
exp esses his abili y o success ully pe o m. Si ua ional dependence is a e y impo an
cha ac e is ic o he e m compe ence. Based on his, Yu.G. Ta u s a es ha compe ence in speech
he apy echnology is “an in eg al cha ac e is ic o a pe son, cha ac e izing his desi e and abili y
o ealize his po en ial (knowledge, skills, expe ience, pe sonal quali ies, e c.) o success ul
ac i i y in a pa icula ield” [94].
DISCUSSION AND RESULTS.
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The asks o he u u e speech he apis can be di ided acco ding o he ypes o educa ional
ac i i ies and he o ien a ion owa ds speech he apy- echnological ac i i ies:
co ec ional-pedagogical ac i i y in :
- speech diso de s he e is pe sonal de elopmen Diagnosis o speech diso de s in a
a ge ed app oach ;
- educa ion , heal h s o age and social in de ense o ganiza ions speech diso de s he e is
s udying, educa ing indi iduals, ehabili a ion and social adap a ion;
- speech disad an ages he e is he child en P o iding psychological and pedagogical
suppo in he p ocess o lea ning and p o essional sel -de e mina ion;
diagnos ic-consul a i e ac i i y in :
- speech diso de s he e is psychological and pedagogical aspec s o indi iduals s udy hei
cha ac e is ics, social needs, and co ec ional and educa ional oppo uni ies ;
- p o iding consul a ions on educa ion, upb inging and social adap a ion o indi iduals
wi h speech diso de s and hei amily membe s.
I is necessa y o de e mine he a eas o educa ional ac i i y o u u e speech he apis s,
ha is, wha hey should be p epa ed o : pedagogical s udy o child en wi h speech diso de s;
pedagogical-psychological s udy o pedagogical ins i u ions whe e child en wi h speech diso de s
a e aised, de elop and ecei e educa ion, pedagogical-psychological s udy o amilies o child en
wi h speech diso de s; es ablishmen o social in e ac ion wi h o ganiza ions ha p o ide
psychological and pedagogical suppo o child en wi h speech diso de s. Summa izing he
p ac ical expe ience o scien i ic and pedagogical s a o highe educa ion and he eques s o
employe s, we need o dis inguish he pedagogical di ec ion in p o essional ac i i y and de e mine
he asks ha a bachelo -speech he apis mus sol e in he ield o pedagogical ac i i y:
- unde s and he impo ance o one's u u e p o ession;
- in e ac ions in p o essional ields;
- mas e ing he echnology o sol ing socially signi ican p oblems ha a ise du ing
p o essional ac i i ies;
- planning and conduc ing ac i i ies in he ields o educa ion, heal h ca e and social
p o ec ion o he success ul socializa ion o child en wi h speech diso de s;
- planning socio-pedagogical wo k based on in eg a i e models o educa ion and aking
in o accoun he speci ic social p oblems o child en wi h speech diso de s;
- P o iding consul a i e assis ance o amily membe s o child en wi h speech diso de s
on amily upb inging, li e and p o essional issues;
- Es ablishing ela ionships wi h cul u al ins i u ions on issues o implemen ing
educa ional wo k wi h child en wi h speech diso de s and hei amilies .
The le el o mas e y o diagnos ic-o ien ed pedagogical ac i i ies de e mines pedagogical-
psychological diagnos ic compe ence, in eg a es he en i e sys em o p o essional knowledge o a
speech he apis and plays a signi ican ole in his o e all p o essional compe ence. The basis o
he olun a y scien i ic heo y is i s concep ual o ganize . In o de o de e mine he essence o
eaching u u e speech he apis s he science o speech he apy echnology, i is necessa y o
analyze he con en o such basic, mu ually complemen a y concep s as "diagnos ic" and "speech
he apy examina ion". An analysis o he scien i ic li e a u e allows us o conclude ha he concep
o "speech he apy- echnological compe ence" has di e en in e p e a ions:
- "compe ence in speech he apy echnology as a le el o educa ion and expe ience in he
p o essional ield" [37, p. 228];
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- “speech he apy echnology compe ence as a desc ip ion o success ul pe o mance in a
pa icula ield o si ua ion” [94];
- « diagnos ic compe ence as a sys em o knowledge and skills , mo i es and alue
o ien a ions ” [67].
Acco ding o Yu.G. Ta u , compe ence in speech he apy echnology is he abili y o use
speech he apy in a speci ic a ea o si ua ion. success ul is a desc ip ion o an ac i i y . This is
explained by he ac ha a pe son is no absolu ely compe en [94]. This e m is used o e e o a
si ua ion in which a pe son demons a es he abili y o pe o m a success ul ac i i y. Si ua ional
dependence is a e y impo an cha ac e is ic o he e m compe ence. Based on his, Yu.G. Ta u
s a es ha compe ence in speech he apy echnology is “an in eg al cha ac e is ic o a pe son,
cha ac e izing his desi e and abili y o ealize his po en ial (knowledge, skills, expe ience, pe sonal
quali ies, e c.) o success ul ac i i y in a pa icula ield” [94]. Thus, compe ence in speech
he apy echnology and p ac ical ac i i y a e in e connec ed. The e o e, diagnos ic compe ence as
an indi idual p o essional cha ac e is ic is exp essed only in he p ocess o ac i i y and in he
esul s o ac i i y.
« Speech he apy echnology ela ed All au ho s who ha e s udied he concep o
"compe ence" belie e ha i s s uc u e includes he ollowing compe encies:
- pe sonal-mo i a ional compe ence ( he speech he apis 's alue o ien a ion, pe sonal
cha ac e is ics and quali ies, he o ma ion o he humani a ian o ien a ion o his ac i i ies);
- pedagogical-psychological compe ence (psychological-pedagogical knowledge, clea
me hodological p inciples o analyzing p ac ical si ua ions, and c i e ia o assessing he
e ec i eness o ac ions aken by a speech he apis );
- compe ence in speech he apy echnology (p o essional iden i ica ion o p oblems in
speech de elopmen and de e mina ion o he ype o diso de s; iden i ica ion o gaps in
knowledge and hei causes; easonable selec ion o he con en and me hods o aining and
co ec ion);
- co ec ional and educa ional compe ence ( he speech he apis 's ac i i ies in special
ac i i ies aimed a educing o elimina ing speech de elopmen de iciencies and o ming ce ain
compe encies);
- me hodological compe ence ( he speech he apis 's eadiness o design and o ganize
co ec ional and pedagogical ac i i ies);
- communica i e compe ence ( he abili y o clea ly and quickly es ablish wo king
ela ionships, show ini ia i e, and ac i ely in e ac wi h o he s in collabo a i e ac i i ies);
- e lexi e compe ence (when a eache seeks o co ec ly unde s and and app op ia ely
egula e he hough s, eelings, and beha io s o lea ne s in he p ocess o p ac ical in e ac ion
wi h child en wi h speech diso de s; when designing he ac i i ies o child en wi h speech
diso de s, a speech he apis de elops co ec i e educa ional goals and cons uc i e goals o
achie ing hem).
The indica ed aspec s o he p o essional compe ence o a speech he apis ensu e he
e ec i e implemen a ion o co ec ional ac i i ies and demons a e he mul i unc ionali y o he
speech he apis 's ac i i ies.
CONCLUSION
The analysis o hese scien i ic app oaches o he concep unde s udy shows ha he
p o essional compe ence o a speech he apis is a complex p oduc o med on he basis o
heo e ical knowledge and p ac ical skills, pe sonal quali ies and social expe ience; i is a ce ain
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abili y o sol e a ious p o essional asks - diagnos ic, me hodological, psychological,
co ec ional, social, e c., aimed a co ec ing speech diso de s and inc easing he social capabili ies
o child en wi h such diso de s.
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