COMMUNICATION CULTURE AS A COMPONENT OF THE PROFESSIONAL COMPETENCE OF FUTURE THE CORRECTIONAL TEACHER

Abstract

The article investigates the problem of a communication culture forming among future SEN teachers. It was found that the communication culture expects the SEN teacher to have a high level of communication skills, the ability to understand the interlocutor, to be sympathetic to him, to have a responsible attitude to one's words and actions, tolerance, a sense of tact, and the ability to see the positive qualities of a communication partner. It is emphasized that a significant feature of the SEN teachers' communication culture is their style of speech. When communicating with children with special educational needs, the SEN teacher should create an appropriate communicative environment to stimulate the student's speech activity. It is essential to promote the child's interest in the exchange of ideas, not to insist on immediate answers, to allow thinking, not to interrupt, and to emphasize the advantages of children's answers. The study results of the communication culture forming among the specialty ‘016 Special education students are presented. According to the results of the questionnaire, which was aimed at determining the understanding of the meaning of the communication culture and its significant role in the professional activity of the SEN teacher, it was found that the majority of the respondents partially understand the essence of this concept. The most significant qualities of the communication culture for future SEN teachers are a high level of speech development, a tolerant attitude to people, communication skills, benevolence in communication, an expanded vocabulary, the general cultural level of a person, respect for the interlocutor, the ability to understand a person, his condition, etc. All respondents recognize the importance of communication culture in a person's life and the professional activity of a SEN teacher. Among the proposals for the communication culture development of future SEN teachers, the majority were related to conducting various types of training and the possibility of direct communication with children with special educational needs and their parents during practice.