Currently, pedagogical assistance to children with severe craniocerebral trauma (TCMT) is an actual problem not only in healthcare, but also in special needs education. The aim of this research was to identify leading factors in the structure of mental activity in children with severe craniocerebral trauma (TCMT). The experiment involved 65 preschool children as participants (28 of them girls and 37 boys). The following research methods were used: observation of a child, psychological and pedagogical examination. According to clinical rates, all participating children had a combined type of severe craniocerebral injury. The majority of children were in a vegetative state. A scientific examination of the children was carried out over one year in the period of the early stages of hospital rehabilitation. The results showed a disharmonious distribution of the factors load in the structure of mental activity, depending on the severity of its manifestations in the early stages of rehabilitation. Despite a similar diagnosis of TCMT in terms of clinical parameters, three groups of factors were distinguished: the first factor encompasses characteristics that reflect the emotional-sensory level of mental activity; the second factor combines elementary arbitrary movements and actions, combined with involuntary manifestations, which may indicate difficulties in understanding the meaning of the speech addressed to the child; the third factor is saturated with the characteristics of arbitrary actions associated with the perception and purposefulness of movements and actions. This is supported by socially important forms of behavior of the child and an accessible way of communicating with the adult in a particular subject game or everyday situation. Although similar looking severe consequences of craniocerebral trauma are being demonstrated, the mental activity in patients in the study group had different manifestations depending on the prevailing factors. It was possible to differentiate the content of the educational training of patients in a variety of hospital rehabilitation activities.

Introduction.Training a competitive specialist at the level of a master program is an important educational goal. The problem of the continuity of educational levels as a condition for the quality of graduate training is debatable, because the focus of such discussions is often around the methodological components of the educational program, rather than the conceptual guidelines for professional growth. The aim of the research was to study the level of studentsʼ readiness to follow master degree programs in the field of special (defectological) education. Materials and Methods. The research constitutes a theoretical analysis of the problem of readiness of defectology students to pursue the master degree level of education. In the course of empirical research, the results of a questionnaire and self-assessment were used. The survey included 68 master degree students of 4 master degree programs. Statistical processing of the results was carried out using the Statistica 10.0 software package for the Windows. Results. The authors found that the target guidelines for the reconstruction of the professional training of master students in the field of special (defectological) education is a set of expected knowledge, skills, and abilities from the standpoint of modern requirements and social need for the activities of a specialist in the changing conditions of education, upbringing and development of children with disabilities; the designing of a master program requires the actualization of theoretical and methodological training, taking into account its extrapolation to the level of implementation of applied professional competencies in accordance with the modern needs of society and the dynamics of the educational labor market. Discussion and Conclusion. The results obtained facilitate the development of professional training of master students in the field of special (defectological) education and allow us to consider theoretical and methodological readiness to pursue a master course in terms of continuity of educational tasks and the continuity of educational levels that make up the fundamental principles for the preparation of a competitive graduate.

Introduction.At present, the practice of training special education teachers/rehabilitators includes a diagnostic activity and related competencies as a basis for exploring the capabilities of children within the development process. The theoretical and practical content of diagnostic competence directly affects the quality of graduate training, determining its professional value and ability to work in varying educational and rehabilitation conditions. The relevance of the research problem is due to the search and development of standardised approaches to the training of specialists of the Higher School and the need to update the content of theoretical and practical knowledge in the field of diagnostic competence on the basis of contemporary requirements for this type of activity. The aim of the research is to study the diagnostic competence of students, teacher-speech pathologists and the description of the content of the pedagogical context in the aspect of knowledge, skills and mastery. Materials and Methods. The research sample consisted of 112 people from two professional groups: students and special education teachers. Research methods: direct questioning, cross-questioning, conversation (using the self-assessment scale), ranking the results of the questionnaire by index, graphic processing of information, interpretation of the results of the questionnaire for statistical data processing was used cluster analysis of the k-means Statistica 10.0. The questionnaire data were processed using Microsoft Office Excel (Excel). Results. An empirical confirmation of the hypothesis, that determining the level of development of diagnostic competence within the pedagogical context will make it possible to clarify the “problem” areas in the knowledge and skills used by teachers in the diagnostic procedure, was obtained. There were 3 clusters of respondents with different levels of diagnostic competence formation, the second of which, having diagnostic competence at the stage of formation, was most numerous. For all clusters, difficulties in understanding the methodological positions of the diagnostic procedure were r evealed, including a lack of knowledge on developmental diagnostics within the pedagogical field and a lack of clear differentiation in the selection of basic algorithms for diagnostic actions. Discussion and Conclusion. The predominance of the cluster having diagnostic competence at the stage of formation indicates a need for the diagnostic competence programme to be updated. The research results can be used to develop content for the programme of diagnostic competence at all formation levels, which, from a practical point of view would be useful for improving the educational programme of the university and improving the quality of diagnostic procedures. The value of the research lies in its analysis of the substantive context of diagnostic competence, the systemic content of which reflects contemporary demands of the state and society regarding this type of activity and determines the vector of further research in terms of the development of the content of competency programmes based on the understanding of contemporary diagnostic activity requirements.

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