The number of senior preschoolers with speech development below the norm on the eve of school education is growing steadily annually. Updating the educational process organization, aiming at improving the efficiency and quality of primary school students education and, consequently, growing requirements for the level of their knowledge and skills, on the one hand, and the increase of the number of children with speech impairment, on the other, necessitate propedeutics of impairment and the development of special diagnostic tools. In this paper, we set an objective to analyze the reasons for which younger primary school students have difficulties in the process of written speech formation. The research is aimed at studying the level of the formation of basic processes and functions essential for literacy and writing skills acquisition. 240 primary school students were engaged in a pilot experiment aimed at assessing the efficiency of speech therapy screening. The traditional screening methods have always been the observation, conversation, but one of its modern methods is testing. The analysis of the results of the younger primary school students' frontal examination enables to state that in students from 1st to 4th grades there prevailed average level of formation of basic prerequisites and skills essential for writing skills teaching. According to the results of the study, we can affirm that the study of the degree of the formation of processes and functions essential for literacy and writing skills acquisition by means of speech therapy screening is an essential prerequisite of a comprehensive correction of the speech development of younger primary school students with dysgraphia, as it facilitates early identification of children from "risk groups" and those who have impairments of basic writing skills formation.

The conceptual foundations of the theory and practice of the professional formation of the personality in the system of special education are substantiated. The essence of the given training is considered in various ways, on the basis of which its qualitative and classification characteristics, levels and systemic and structural components are determined; the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components aredefined.The following components of professional training are defined: professional and motivational, cognitive and competence, operational and active, productive and reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. Theoretical paradigm is scientifically substantiated, the structural-functional, organizational-didactic model of the system of professional training in the field of special education is developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system is highlighted. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the components of the professional readiness to work on a specialty are highlighted. The prospects for further research in the context of improving professional training in the field of special education are outlined.

The present state of the problem of special psychologists' professional training is researched. The practical aspects of its improvement are analyzed. The analytical review of the scientific basis for theoretical and practical components of the psychologists’ training in the field of special education by modern researchers is conducted. The concepts of reforming, bases of a perspective vision of domestic education development are characterized. Various methods of scientific studies within the framework of the identified research problem are considered. The key parameters and pedagogical conditions were determined and the basis for the design of the system for professional psychologists' training in the field of special education was described. The basic paradigms of the psychological and pedagogical process organization have been implemented, which allowed for revealing the basic positions of professional psychologists' training in the field of special education. The emphasis is placed on the importance and necessity of studying and implementing the best practices of foreign countries in the context of higher education. The ways to modernize professional psychologists' training in higher educational establishments are found. The attention is focused on the importance and necessity of studying and providing the best practices of foreign countries in the context of higher education. The key parameters for ensuring the competitiveness of a specialist in this sphere are determined: they are high overall level of the national education system development; assimilation of new and advanced experience acquired in the process of cooperation with foreign countries; ensuring the quality of services in the internal and external markets of educational services; availability of high-quality educational and research infrastructure; development of strategic partnership; development of mobility. The ways of modernization for special psychologists’ professional training in higher educational institutions are determined. On the basis of the analysis, the content of the professional psychologists' training in the field of special education has been clarified and the components of the preparedness structure for a future competitive specialist-psychologist (in the aspect of innovative activity) prepared for work in the current market conditions have been specified.

The paper investigates the problem of the information competence formation of primary school teachers in the postgraduate education. It reveals the essence of the concept of "information competency of primary school teachers". The aim of the article is to substantiate and experimentally test the methodology of the information competency formation of primary school teachers in the postgraduate education. 710 advanced training course participants of various institutes of Ukrainian postgraduate pedagogical education took part in the initial stage of the experiment; 106 primary school teachers of Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education participated in the formative stage of the experiment. It was determined that the main criteria for the information competency formation of primary school teachers are the formation of motives for successful studying, cognitive interest in postgraduate education, the need for selfdevelopment and self-expression; the system of information knowledge, skills and abilities, mastery of information and communication technologies, focus on further selfdevelopment. The paper indicated the positive influence of the original methodology on the dynamics of the information competency constituents of the teachers from the experimental group: the number of teachers with high and middle levels increased by 12.6% and 21.1% under the motivational and value-based component; by 22.1% and 18.0% under the procedural and conceptual component; by 15.9% and 18.9% under the regulatory and reflexive component. This indicates the superiority of the original methodology over the existing one in the formation of information competency of primary school teachers in the postgraduate education.

В результаті проведеного дослідження розглянуто зміст, форми та методи соціально-педагогічної роботи з дезадаптованими підлітками у зарубіжних країнах. Досліджено науковий та методичний доробок зарубіжних та вітчизняних вчених у сфері соціальної педагогіки та психології. Охарактеризовано досвід надання допомоги на індивідуальному сімейно-побутовому рівні, рівні мікрорайону, громади так і на рівні інституційного середовища: спеціальних служб,  шкіл (Німеччина, США, Британія, Голландія та інші); запровадження програм, різних за спрямуванням, які мають превентивний характер (Голландія, Франція та інші); організації спеціальних шкіл для підлітків, які не бажають навчатись у звичайній школі (Японія, Голландія); організації Центрів для надання допомоги батькам (Британія); використання педагогічної анімації, яка створює нове соціальне середовище розвитку (Франція); впровадження добровільних програм «Контактна модель роботи з сім’єю», «сім’я вихідного дня» для надання допомоги сім’ям які знаходяться у скрутному становищі (Швеція, Великобританія); досвід педагогічної реабілітації підлітків в умовах реабілітаційного центру О. Петриніна, Р. Овчарової (Росія). Звернено увагу на умови надання психологічної і соціальної підтримки сім’ям у зарубіжних країнах та на психосоціальний характер цієї допомоги проблемним дітям. Детально розглянуто досвід реалізації проекту «Місто як школа» (Німеччина), основою якого є заміна абстрактного навчання в класних кімнатах школи на практичний досвід учнів у реальних життєвих умовах, їх реалізація в обраних ними сферах професійного життя, створення у співпраці з педагогами та практиками індивідуальної програми навчання проблемних підлітків. Підтверджено, що у зарубіжних країнах накопичений значний теоретичний і практичний досвід соціально-педагогічної роботи з дезадаптованими підлітками, елементи якого можуть бути використані у нашій країні. Окреслені шляхи використання зарубіжного соціального педагогічного досвіду в практиці реабілітаційної діяльності у професійних ліцеях при роботі з дезадаптованими підлітками.