Contents of Training Future Speech Therapists to Work with Children With Severe Speech Disorders

Achilova Sevara Dzhasirkulovna

doi:10.61227/iltt.v1i2.195

Authors

Achilova Sevara Dzhasirkulovna Chirchik State Pedagogical University

DOI:

https://doi.org/10.61227/iltt.v1i2.195

Keywords:

Alalia, stuttering, rhinolalia, dysarthria, speech therapy,, articulation

Abstract

This study examines the essential components of training programs designed to prepare future speech therapists for working with children diagnosed with severe speech disorders. The research explores the theoretical foundations, practical competencies, and pedagogical approaches necessary for effective intervention with this clinical population. Through systematic analysis of current training methodologies, this paper identifies core content areas including diagnostic assessment procedures, evidence-based intervention strategies, and collaborative practices with families and multidisciplinary teams. The study employed a mixed-methods approach involving curriculum analysis, expert interviews with experienced practitioners (n=15), and survey data from speech therapy students (n=45) across three academic institutions. Findings indicate that comprehensive training programs must integrate neurological foundations of speech disorders, hands-on clinical experiences with diverse disorder types (dysarthria, rhinolalia, alalia, stuttering), and competency in adapting therapeutic techniques to individual child needs. Results demonstrate that students receiving structured training in severe speech disorders reported significantly higher confidence levels (p<0.05) and demonstrated improved clinical decision-making skills compared to standard curriculum approaches. This research contributes to the development of evidence-informed curricula that better prepare speech therapists for the complexities of working with children presenting severe communication challenges

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