THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING SPEECH COMPETENCE IN THE TRAINING OF FUTURE TEACHERS OF THE DEAF
Keywords:
speech competence, surdopedagogy (deaf education), professional training, communicative approach, competence-based approach, linguodidactics, children with hearing impairment, bilingual-bimodal education, cochlear implantation, psycholinguistic foundations.Abstract
This article presents a systematic analysis of the theoretical and methodological
foundations for developing speech competence in the professional training of future
teachers of the deaf (surdopedagogues). The relevance of the study is determined by state
programs on inclusive education adopted in Uzbekistan and the new requirements placed
on specialists in this field. The aim of the article is to reveal the essence and structural
components of speech competence, the scientific approaches to its formation
(communicative, competence-based, linguodidactic, activity-based, constructivist,
differential-individual, and ecological), and its psychological-pedagogical foundations.
Methods of theoretical analysis, comparative-typological analysis, and conceptual
modeling were employed. The results show that the speech competence of a future
teacher of the deaf is a complex, dynamic system that integrates personal and
professional-methodological dimensions along with diagnostic, correctional-
methodological, bilingual-bimodal, digital-methodological, and counseling components.
The conclusions drawn can serve as a scientific basis for improving curricula, updating
qualification requirements, and developing methodological manuals in the field of deaf
education.
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