The speech-therapy competence of an inclusive class teacher as a teaching efficiency indicator regarding children with language disorders

This article discusses the structure, characteristics, and ways of forming one
of the key competencies of an inclusive class teacher and organizer of an inclusive
space, namely, speech therapy. The problematic of the research is particularly relevant
in the conditions of the primary education trans-modernity and the formation of the
educational space of the New Ukrainian School. The results of the study, which were
conducted in 2017–2018 on the basis of the Bohdan Khmelnytskyi Melitopol State
Pedagogical University in the framework of the budget theme “Development of
psychological and pedagogical support methodology of families who bring up children
with special needs”. The article presents the results of an imperial study, which was
conducted as part of the certification program “Speech therapy work with children
with phonetic-phonemic speech underdevelopment” which was attended by 77
teachers from Melitopol and Berdiansk. The authors of the article came to the
conclusion that the professional competence of the teacher organizing this process
arises as a significant component of the educational process at the primary school,
especially in the inclusive classes. One of the components of professional competence
is a logopedic component. Taking into account that the mastery of oral and written
language is a key stage in the educational training of junior pupils, we are invited to
include a logopedic component in the list of basic competencies of a teacher. Speech
competence diploma implies knowledge about the specifics of speech impairment.