Introduction. The article briefly describes the purpose, organization, main requirements and results of the professional (demonstration) exam in accordance with the Concept of training teaching staff for the education system for the period up to 2030. The article describes the experience of conducting this form of certification in the context of students mastering the basic professional educational program in the direction of 44.03.03 Special (defectological) education. The study examines the specific aspects of assessing the formation of professional competencies of students of speech pathology (the focus of the program “Speech Therapy”). Methodology. The principles of individualization and differentiation of professional training of speech pathologists formed the basis of a holistic practice-oriented approach, and the components of an interdisciplinary approach to the system of assessing the formation of professional competencies among future speech therapists are presented. To achieve the research goal, theoretical (analysis, synthesis, generalization and systematization of normative legal acts and data from scientific publications) and empirical (observation, analysis of educational situations) methods were used. Results. The authors have revealed an integrated system of training future specialists as part of the development of technologies for working with students with disabilities at different levels of education. Special attention should be paid to the analysis of the results of the demonstration exam, which makes it possible to assess the possibilities of students solving standard and non-standard professional tasks in a limited educational situation. Conclusions. An integrated system of training teachers to work with students with disabilities allows us to identify key aspects and, in each individual case, identify a hierarchy of criteria that any correctional and developmental event must meet.
Kondratieva et al. (Fri,) studied this question.