The role of terminological competence in the professional formation of special educators

Abstract

Currently, the modern education system is experiencing changing conditions. Accordingly, today there are high demands on personnel training.

This article provides a theoretical overview of the importance of the formation of terminological competence among students in the field of special pedagogical training. There are enough scientific papers in foreign literary sources that study terminological competence within the framework of professional, informational, or cognitive competence. However, in Russian science, insufficient study of this topic served as the basis for increasing the relevance of the topic.

The growing number of children with special educational needs and the need for modern methods of their correction, as well as requests arising in connection with the improvement of the scientific and methodological aspect, contribute to the study of terminological competence and the development of recommendations of theoretical and practical importance. Terminological substantiation within the framework of the study of terms in special pedagogy acquires a more complex and interdisciplinary character than in other fields of pedagogy. That is, it is important to have such leading skills as use, differentiation, and critical analysis, in addition to the model, the definition of the term «concept – term». Therefore, in the course of the article, a review of domestic and foreign research was conducted within the framework of the topic, and an attempt was made to determine the importance of terminological competence for students.