Scientific journal
Научное обозрение. Педагогические науки
ISSN 2500-3402
ПИ №ФС77-57475

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DIAGNOSTIC MAINTAINABILITY OF THE PROCESS OF PROFESSIONAL COMPETENCE FORMING FOR TEACHERS, WHO DEAL WITH CHILDREN WITH MENTAL RETARDATION AND ATTENTION DEFICIENCY SYNDROME WITH HYPERACTIVITY

Shagieva E.S. 1
1 Mari State University
In this article we examined the specific aspects of a problem of professional competence diagnostic of teachers who teach and bring up such a complicated category of children as preschool children with mental retardation and attention deficiency syndrome with hyperactivity. The abstract methodologically reasons the system of diagnostic support of the basic components of professional training that include informational, operational and practical, reflexive, communicative components and personal competencies.In this study we carried out comparative analysis of professional competence level of teachers who deal with preschool education and work with children who have mental retardation and attention deficiency syndrome with hyperactivity in different educational conditions: kindergarten of general type and specialized kindergarten of compensative kind. The model of diagnostic support that has been developed and approved to form the professional competence of teachers working with this group of children, may be used in the practice of special education.