SPEECH THERAPIST TECHNOLOGY SCIENCE TEACHING IN THE PROCESS FUTURE SPEECH THERAPISTS PROFESSIONAL COMPETENCIES DEVELOPMENT

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 22 SPEECH THERAPIST TECHNOLOGY SCIENCE TEACHING IN THE PROCESS FUTURE SPEECH THERAPISTS PROFESSIONAL COMPETENCIES DEVELOPMENT Kh.Sh. Makhmudov Teacher at Kokand State University https://doi.org/10.5281/zenodo.17655365 Abstract. This in the article speech therapist technology science education in the process future speech therapists’ professional competencies develop issue illuminated. In the study speech therapist of education modern approaches, innovative study from technologies use efficiency and practical training through professional qualifications formation roads analysis Also, the future speech therapists’ speech violations detection, correction training organization to play, to play from technologies use and communicative skills develop in the process competency-based approach importance based on given. Article to the results according to, speech therapist technologies right application future of experts’ practical readiness in increasing important factor become service does. Keywords: speech therapist technology, speech therapy, special education, vocational competence, speech therapist preparation, speech disorders, correction pedagogy, innovation technologies, interactive methods, practical exercises, communicative competence, reflexive approach, learning process, professional skill, methodical preparation, game technologies, pedagogical innovation. INTRODUCTION Modern society requires specialists with a high level of formation of socially significant competencies, who are able to solve social problems. In this regard, the socio-pedagogical functions of the professional activity of speech therapists, which are carried out through the social education of children with speech disorders, are expanding. As a result, the scope of professional activity of a speech therapist is expanding, which is related not only to the correction of speech disorders, but also to the reform of the entire process of raising and educating children with speech defects who need qualified support, pedagogical protection and socio-pedagogical assistance, and social rehabilitation. A bachelor's degree in special pedagogy (speech therapy) should be prepared to carry out the following types of activities: correctional-pedagogical, diagnostic-consultative, research, cultural-educational. They provide the content of a holistic correctional process. LITERATURE ANALYSIS. According to Yu.G. Tatur, competence in speech therapy technology is a description of successful activity in a particular area or situation. This is explained by the fact that a person cannot be absolutely competent [94]. This term is used in relation to a situation in which a person expresses his ability to successfully perform. Situational dependence is a very important characteristic of the term competence. Based on this, Yu.G. Tatur states that competence in speech therapy technology is “an integral characteristic of a person, characterizing his desire and ability to realize his potential (knowledge, skills, experience, personal qualities, etc.) for successful activity in a particular field” [94]. DISCUSSION AND RESULTS. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 23 The tasks of the future speech therapist can be divided according to the types of educational activities and the orientation towards speech therapy-technological activities: correctional-pedagogical activity in : - speech disorders there is personal development Diagnosis of speech disorders in a targeted approach ; - education , health storage and social in defense organizations speech disorders there is studying, educating individuals, rehabilitation and social adaptation; - speech disadvantages there is the children Providing psychological and pedagogical support in the process of learning and professional self -determination; diagnostic-consultative activity in : - speech disorders there is psychological and pedagogical aspects of individuals study their characteristics, social needs, and correctional and educational opportunities ; - providing consultations on education, upbringing and social adaptation to individuals with speech disorders and their family members. It is necessary to determine the areas of educational activity of future speech therapists, that is, what they should be prepared for: pedagogical study of children with speech disorders; pedagogical-psychological study of pedagogical institutions where children with speech disorders are raised, develop and receive education, pedagogical-psychological study of families of children with speech disorders; establishment of social interaction with organizations that provide psychological and pedagogical support to children with speech disorders. Summarizing the practical experience of scientific and pedagogical staff of higher education and the requests of employers, we need to distinguish the pedagogical direction in professional activity and determine the tasks that a bachelor-speech therapist must solve in the field of pedagogical activity: - understand the importance of one's future profession; - interactions in professional fields; - mastering the technology of solving socially significant problems that arise during professional activities; - planning and conducting activities in the fields of education, health care and social protection for the successful socialization of children with speech disorders; - planning socio-pedagogical work based on integrative models of education and taking into account the specific social problems of children with speech disorders; - Providing consultative assistance to family members of children with speech disorders on family upbringing, life and professional issues; - Establishing relationships with cultural institutions on issues of implementing educational work with children with speech disorders and their families . The level of mastery of diagnostic-oriented pedagogical activities determines pedagogicalpsychological diagnostic competence, integrates the entire system of professional knowledge of a speech therapist and plays a significant role in his overall professional competence. The basis of the voluntary scientific theory is its conceptual organizer. In order to determine the essence of teaching future speech therapists the science of speech therapy technology, it is necessary to analyze the content of such basic, mutually complementary concepts as "diagnostic" and "speech therapy examination". An analysis of the scientific literature allows us to conclude that the concept of "speech therapy-technological competence" has different interpretations: - "competence in speech therapy technology as a level of education and experience in the professional field" [37, p. 228]; SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 24 - “speech therapy technology competence as a description of successful performance in a particular field or situation” [94]; - « diagnostic competence as a system of knowledge and skills , motives and value orientations ” [67]. According to Yu.G. Tatur , competence in speech therapy technology is the ability to use speech therapy in a specific area or situation. successful is a description of an activity . This is explained by the fact that a person is not absolutely competent [94]. This term is used to refer to a situation in which a person demonstrates the ability to perform a successful activity. Situational dependence is a very important characteristic of the term competence. Based on this, Yu.G. Tatur states that competence in speech therapy technology is “an integral characteristic of a person, characterizing his desire and ability to realize his potential (knowledge, skills, experience, personal qualities, etc.) for successful activity in a particular field” [94]. Thus, competence in speech therapy technology and practical activity are interconnected. Therefore, diagnostic competence as an individual professional characteristic is expressed only in the process of activity and in the results of activity. « Speech therapy technology related All authors who have studied the concept of "competence" believe that its structure includes the following competencies: - personal-motivational competence (the speech therapist's value orientation, personal characteristics and qualities, the formation of the humanitarian orientation of his activities); - pedagogical-psychological competence (psychological-pedagogical knowledge, clear methodological principles of analyzing practical situations, and criteria for assessing the effectiveness of actions taken by a speech therapist); - competence in speech therapy technology (professional identification of problems in speech development and determination of the type of disorders; identification of gaps in knowledge and their causes; reasonable selection of the content and methods of training and correction); - correctional and educational competence (the speech therapist's activities in special activities aimed at reducing or eliminating speech development deficiencies and forming certain competencies); - methodological competence (the speech therapist's readiness to design and organize correctional and pedagogical activities); - communicative competence (the ability to clearly and quickly establish working relationships, show initiative, and actively interact with others in collaborative activities); - reflexive competence (when a teacher seeks to correctly understand and appropriately regulate the thoughts, feelings, and behaviors of learners in the process of practical interaction with children with speech disorders; when designing the activities of children with speech disorders, a speech therapist develops corrective educational goals and constructive goals for achieving them). The indicated aspects of the professional competence of a speech therapist ensure the effective implementation of correctional activities and demonstrate the multifunctionality of the speech therapist's activities. CONCLUSION The analysis of these scientific approaches to the concept under study shows that the professional competence of a speech therapist is a complex product formed on the basis of theoretical knowledge and practical skills, personal qualities and social experience; it is a certain SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 25 ability to solve various professional tasks - diagnostic, methodological, psychological, correctional, social, etc., aimed at correcting speech disorders and increasing the social capabilities of children with such disorders. REFERENCES 1. Ogarev, Ye.N. Competence of education: social aspect / Ye.N. Ogarev. - M.: RAO IOV, 1995. - 10 p. 2. 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