DIDACTIC POTENTIAL OF CLINICAL SPEECH-THERAPY SITUATIONS IN INDEPENDENT LEARNING OF FUTURE SPEECH THERAPISTS
Keywords:
Speech therapy, future speech therapists, independent learning, clinical speech-therapy situation, case-based learning, clinical reasoning, professional competence, diagnostic competence, intervention planning, reflective learning.Abstract
The professional preparation of future speech therapists requires not only the acquisition of theoretical knowledge but also the ability to analyze complex clinical and pedagogical situations, identify relevant diagnostic information, formulate professional hypotheses, select appropriate assessment procedures, design intervention strategies, and evaluate expected outcomes. In this context, clinical speech-therapy situations represent an important didactic resource for organizing students’ independent learning. This article examines the didactic potential of clinical speech-therapy situations in developing the professional competence of future speech therapists. The study employs theoretical analysis, comparative analysis, systematization, synthesis, generalization, and pedagogical modeling. Clinical speech-therapy situations are interpreted as professionally oriented educational tasks that reproduce essential characteristics of authentic speech-language pathology cases and require students to make evidence-informed professional decisions.
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