Tolerance as an important aspect of the professional competence of future specialists

The article outlines tolerance as an important aspect of the professional competence of future specialists. The purpose of the article is disclosed, which substantiates the foundations of the formation of tolerance in students of education as an important aspect of the professional competence of future specialists. The main positions of the formation of tolerance among education seekers are shown and the necessity of an important aspect of the professional competence of future competitive specialists is shown. The definition of tolerance in various aspects is proposed. In order to reveal the essence of professional tolerance, its functions, which are important in our research, are summarized. A typology of tolerance was carried out according to the social spheres of its existence. The article proposes and analyzes three types of orientation of professional tolerance of an individual: intertolerance (external type of tolerance); intratolerance (internal type of tolerance); balanced type of tolerance (clear combination of intratolerance and intertolerance). In the article, the authors define various principles and components of professional tolerance. The criteria of a culturally tolerant personality are singled out. The principles and functions of professional tolerance are considered

Formation of Speech Activity in Older Preschool Children with Autistic Disorders Formation of Speech Activity in Older Preschool Children with Autistic Disorders

The main condition for personal and mental development of a child is  preservation of speech function or, in case of speech pathology, correction and development of all its structural components as a full-fledged means of communication. The purpose of the study is to scientifically substantiate, develop and experimentally test psychological and pedagogical conditions and methods of formation of speech activity in children with autistic disorders of older preschool age. There were highlighted effective methods for speech activity formation: creation and maintenance of a speech environment; constant speech support of a child; teaching a child to express thoughts in any way possible; use of stimulants and incentives in order to increase motivation for speech activity; use of available child’s vocalizations; use of echolalia and a tendency to stereotypical repetition of actions; stimulation of speech activity against the background of emotional recovery; development of speech activity by imitation; activation of passive vocabulary and its gradual translation into active; fostering initiative and desire for self-realization. The indicators of the formation level of speech activity components  in EG compared with CG, respectively, are: motivation: high not found, sufficient: + 8.6%, average: + 19%, low: + 14.3%, zero - 41.9%; initiative: high not found, sufficient: + 10.7%, medium: + 13.8%, low: + 9.5%, zero - 34%; content: high: + 4.3%, sufficient: + 17.6%, medium: + 12.9%, low: - 27.3%, zero - 7.5%. The best indicators were achieved by children of the experimental group, which gives reason to assert the effectiveness and feasibility of using the proposed methodology for formation of speech activity in the process of correctional developmental education of children with autistic disorders.</em