Integration of school and university resources in the training of future defectologists

Abstract

Subject of research: the article contains theoretical and practical material about one of the acute problems of higher defectological education – the quality of training of young specialists coming to a modern school to work with students with disabilities. Method, methodology of research: the paper considers a practice-oriented approach to the university training of students-defectologists as one of the ways to improve the quality of professional training, which involves expanding the scope of cooperation of higher education institutions with general education organizations, integrating the resources available to them for the formation of professional competencies of future defectologists. The joint work of higher education organizations and general education institutions ensures an increase in the level of training of students-defectologists according to modern practice requirements, and the school gives the opportunity in the future to get a young specialist, motivated, involved in solving the problems of the modern education system. The novelty of the research: the experience of interaction between a higher education institution and an educational organization carrying out educational activities according to programs adapted for students with disabilities in the field of training future defectologists is analyzed and summarized. The potential and forms of such interaction, its influence on the formation of professional competencies of special pedagogical personnel are revealed. Conclusions: the constructive interaction between the school and the higher educational institution, the joint solution of tasks for the training of future defectologists within the framework of a practice-oriented approach should be carried out in different directions, such as: organization of different types of practice; involvement in research activities of both students and school staff; analysis and generalization of scientific, practical and scientific-methodological experience of educational organizations.