DIAGNOSTIC-CONSULTATIVE COMPETENCE OF A SPEECH THERAPIST TEACHER: ESSENCE AND COMPONENTS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.17Keywords:
diagnostics, competence, pedagogical diagnostics, diagnostic competence of a teacher, consultation, consulting, consultative competence, diagnostic-consultative competence of a speech therapist teacherAbstract
The purpose of this article is to explore the essence and structure of the term “diagnostic-consultative competence of a speech therapist teacher.” Accordingly, an analysis of relevant academic literature has been carried out. It was found that the concept and its components have not yet been clearly defined by domestic scholars. For a long time, pedagogical science has treated diagnostic and consultative activities, as well as the relevant competencies of teachers in different specializations, as separate domains. The analysis revealed that diagnostic competence is recognized as a critical stage in the professional activity of teachers across all fields, as well as a core element of their professional competence. Consultative competence, in turn, is especially important for speech therapist teachers and is identified by researchers both as a component of communicative competence and as a constituent of overall professional competence.
The article emphasizes that a speech therapist teacher is a distinct type of educator. Their professional practice shares features with that of a medical practitioner and is influenced by the psychophysical condition of each individual student. To facilitate learning, speech therapist teachers employ specific strategies. One such strategy is the provision of consultations — not only to the child’s close relatives but also to other educators involved in the teaching and upbringing of individuals with speech disorders. This consultative function is inherently linked to the teacher’s diagnostic work.
Based on the literature reviewed, it is determined that diagnostic-consultative competence constitutes an important professional psychological formation of the speech therapist teacher. This competence includes four key components: cognitive, operational and activity-based, value and motivational, and individual and personal. It is developed during the professional training of future specialists, enabling them to address complex, integrated research and innovation-driven challenges in the field of special and inclusive education.
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