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DEVELOPMENT OF PROFESSIONAL AND 
METHODOLOGICAL TRAINING OF FUTURE 
DEFECTOLOGISTS 
Kokan DPI special pedagogy 
head of Department p.f.b.f.d (PhD)., dots L.R.Khayitov 

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development of the participants in the pedagogical process, pedagogical 
modeling becomes a connecting link between practice and pedagogical 
theory."Pedagogical theory can play a dual role in the modeling process. 
Pedagogical theory” can be used as a model or be the source of its formulation 
" while the model representation of pedagogical practice implies the recording 
of fundamental processes, allowing them to be expressed and characterized in 
a generalized way. 
In pedagogy, modeling is " one of the main concepts used in the 
description of research on improving the teaching process based on the 
construction of pedagogical models.
In modeling the process of developing socio-pedagogical competencies 
of future defectologists in this study, we took into account the structure of 
correctional and pedagogical activity. 
In the activity model, researchers make certain requirements. In our 
research work, we, including the model, should correspond to reality (ensure 
maximum compliance between professional-theoretical and practical 
activities of a specialist), dynamic (should be periodically returned, according 
to which it is possible to achieve a continuous reflection of the changes taking 
place in society) and at the same time conservative (should ensure the 
accumulation and assimilation of traditional professional knowledge, skills, 
that is, we relied on the opinions of scientists who believe that it should have 
a prognostic character. 
Considering the above, V.I. Zagvyazinsky, N.A. Bessmertnaya, Ye.N. 
Zhukatinskaya, A.Yu. Kruglikova, Ye.V. Koltakova, N.G. Specialist training 
models have been developed by Petelina, but today it is not enough to build a 
specialist training model, it is more relevant to create a competency-based 

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specialist training model is (A.A. Derkach, N.V. Kuzmina, A.K. Markova, 
V.A. Slastenin, V.D. Shadrikov and b.q). 
Taking into account the theoretical developments of these scientists, we 
organized the design of the model for the formation of socio – pedagogical 
competence of students-future teachers-speech therapists in the process of 
pedagogical practice on the basis of modern requirements for the profession. 
The state educational standard in the direction of Education 
"defectology" defines the direction and content of the educational educational 
process of the higher educational institution, pedagogical requirements for the 
defectologist "tasks of professional activity of bachelors", " requirements for 
the results of mastering the basic educational programs of the baccalaureate”
In the content of the object of our research work, the model should be 
the direction of the development of socio – pedagogical competence of the 
Student-future teacher-speech in the process of pedagogical practice. 
We found that on the basis of socio-pedagogical competence, it lies in 
knowing the factors affecting the physical, mental and social well-being of the 
individuum, its development and self-realization, knowledge of the system of 
Organization of social education and social protection, the specificity and 
regulatory framework of the socio-pedagogical activity of the teacher-speech. 
An indicator of the expression of socio-pedagogical competence is 
served by a group of skills and experience of practical activities related to the 
definition and solution of socio-pedagogical tasks, programming and 
modeling of methods of socio-pedagogical actions, implementation of socio-
pedagogical actions, assessment of the results of socio-pedagogical actions. 
The acquisition and development of knowledge, the formation and 
development of skills, their implementation in solving socio-pedagogical tasks 

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will depend on the socio-personal Masters associated with occupation, the 
level of development of personal qualities, the level of self-realization, self-
realization, the formation of a valuable orientation in the implementation of 
significant socio-pedagogical organizers of professional activity. 
The process of forming the socio-pedagogical competence of the future 
defectologist in the process of pedagogical practice can be effective when it is 
carried out on a theoretical model. Its development requires the use of a 
personal oriented approach, which in the model requires the separation of 
personal descriptions of undergraduate-speech therapists, their involvement in 
the collaborative educational process. 
The Bachelor-defectologist's educational process at the OSM should 
have a personal content, it should serve as a means of understanding the 
universe and professional activities. In the process of pedagogical practice, the 
model for the formation of socio-pedagogical competence should include 
interconnected and mutually complementary elements: software-targeted, 
theoretical-methodological, meaningful-technological, result-assessment and 
organizational-pedagogical. 
The program and target element of the model "defectology" should 
reflect Educational Directions in the formation of socio-pedagogical 
competence in the direction of education, it should define the goal as the 
intended result of the development of socio-pedagogical competence of the 
future defectologist in the process of pedagogical practice. 
List of used literature 

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1. 
Abdullaeva, B., L. Khaitov, and M. Aziza. "Development of social 
pedagogical competence of future defectologists." Journal of Advanced 
Research in Dynamical and Control Systems 12.6 (2020): 1139-1142. 
2. 
Khaitov, Lazizbek. "Essence and structure of socio-pedagogical 
competence of the future logopeda teacher." European Journal of Research 
and Reflection in Educational Sciences 8 (2020). 

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Annotation: this article reveals the medical, pedagogical-
psychological and logopedic work of cochlear implantation with children who 
experience cochlear implant in preoperative, postoperative and postoperative 
cases.
Keywords: cochlear implantation, deafness, auditory perception, 
logopedic reablitation, correction, compensation, and adaptation
The issues of developing the level of auditory perception in children 
with cochlear implants, achieving their full mastery of speech, like their peers, 
which are being formed in moderation, motivating them to find their place in 
the development of psycho-emotional processes and social life are among the 
pressing issues facing the disciplines of speech therapy and surdopedagogy. 
Early speech correction of children belonging to this category is considered a 
factor in their early adaptation to social life. There is no clear information 
about the number of children in our republic who have hearing problems so 
far and how many of them have cochlear implants. Among these mammoths, 
it should also be noted the insufficiency of early and early diagnosis, the lack