FORMATION OF SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR TRAINING FUTURE PSYCHOLOGICAL EDUCATORS TO INTERACT WITH STUDENTS WITH DISABILITIES

Abstract

The article presents relevant aspects that make it possible to comprehensively form scientific and methodological support for training future psychological educators to interact with students with disabilities. Taking into account the analysis of the regulatory framework, existing socio-economic, psychological and pedagogical research, the concept’s essence of “scientific and methodological support of professional training” is defined. The structural components of this concept are presented in the context of the professional activity of a teacher-psychologist in ensuring inclusive education processes’s terms in modern educational organizations. The structural components of scientific and methodological support are considered taking into account the stages of specialist’s professional training and forms of its organization, nosological student’s groups with disabilities, directions of educational interaction with students with disabilities in the implementation of adapted educational programs. The authors conclude that it is necessary to pay attention to improving existing professional retraining programs “Practical psychology in education” in the context of mastering professional competencies with students with disabilities; testing new technologies and practices of psychological and pedagogical support for children with various types of dysontogenesis of mental and physiological development; searching for modern means and methods of solving technological, methodological, meaningful support for the interaction of a teacher-psychologist with students with disabilities.