TEACHER AS A SUBJECT OF CORRECTIVE AND REHABILITATION WORK WITH CHILDREN WITH SENSITIVE DISORDERS IN SMALL-COMPLEX EDUCATIONAL INSTITUTIONS

Abstract

The article is devoted to substantiating the key role of the preschool teacher (PTE) as the main subject of correctional and rehabilitation work with children with speech disorders (SLD), especially in conditions of small-staffed PTE, where he compensates for the lack of narrow specialists. It has been established that the effectiveness of the correctional process depends on a holistic system of the educator's competencies, united in seven main groups. This allows the educator to implement a number of functions: diagnostic and observational, organizational and coordination, correctional and developmental and communicative and educational. In accordance with the Professional Standard "Preschool Teacher", the article carried out a systematic analysis of the labor functions and professional competencies of the educator in the context of correctional and rehabilitation work with children with speech disorders (SLD) in conditions of small-staffed PTE. Special attention is paid to psycho- emotional competence (empathy, patience, benevolence), which creates a trusting atmosphere, motivates the child to cooperate and is the foundation for the communicative and educational function and partnership with families. Subject- methodological competence includes special knowledge of the causes and types of speech disorders (dyslalia, dysarthria, SNA), mastery of correctional work methods and understanding of the peculiarities of the mental processes of children with PMR; evaluative and analytical (analysis of observations, development and adaptation of IPR, monitoring of effectiveness) and organizational and managerial (planning of an integrated educational process, coordination with the IRC). The organizational and information and communication competences that allow the teacher to overcome the limitations associated with remoteness and resources are highlighted, through creative adaptation of methods, development of didactic manuals, use of modern digital tools (specialized applications, video communication) for teaching, communication and electronic documentation. The generalization confirms that a modern teacher in a small-sized preschool educational institution is a multifunctional specialist, whose comprehensive competence is a necessary condition for ensuring high-quality, systematic and scientifically based correctional and rehabilitation work and the full development of a child with PMR.