CONTENT OF A SPECIAL EDUCATION TEACHER’S PROFESSIONAL COMPETENCE

Abstract

The article reveals the essence and content of professional competence of a special education teacher as an integral characteristic based on the presence of professional knowledge, skills and abilities, as well as personal qualities in the implementation of diagnostic, psychological, pedagogical, correctional, counselling support for children with special educational needs, their parents and teachers in educational institutions, and is manifested in the ability to carry out effective professional communication and interaction with participants in the educational process, as well as with members of the team of psychological and pedagogical support of a child with SEN.It is found that the formation of professional competence of a special education teacher is influenced by external and internal factors.Internal factors are personal (subjective) individual psychological qualities: responsibility for professional development and learning outcomes combined with a positive attitude to the profession and the desire for continuous self-improvement, focus on success in the chosen profession; objective self-esteem with a high level of normative behaviour and communication culture; ability to learn, intellectual skills.External determinants include: improving the content and organization of the educational process, providing opportunities for productive practical activities, favourable socio-psychological