Improving the methodological literacy of teachers who carry out educational activities for students with intellectual disabilities in the process of professional retraining

the professional competence of teachers who carry out educational activities for students with intellectual disabilities remains relevant at the present time. The organization of psychological and pedagogical support, the individualization of the educational route, diagnostic examination, interaction with the family, the organization of educational activities, in general, the creation of an adapted educational environment requires the teacher to possess not only theoretical knowledge. The purpose of the article is to summarize the significant criteria of professional methodological literacy of teachers working with students with intellectual disabilities through the professional retraining program "Fundamentals of oligophrenopedagogy". Professional retraining in defectology makes it possible to reduce the personnel shortage of special (correctional) schools to some extent. Educators, educational psychologists, and even specialists who do not have a pedagogical education, but consciously entered the field of correctional pedagogy, are students of the retraining program "Fundamentals of oligophrenopedagogy". Professional retraining also serves as an opportunity to obtain the necessary knowledge base in defectology, oligophrenopedagogy, as well as practical skills development, taking into account the specifics of development: lesson planning, organization of extracurricular activities, remedial courses. Thus, at the workplace in an educational organization, taking into account age, psychophysical and individual characteristics, the teacher should be able to determine, plan and select the content of correctional and developmental education and upbringing.

students with intellectual disabilities, individualization, educational activity, competence, retraining, professional knowledge, professional skills