Trends of Modernization of professional training in the system of special education

The conceptual foundations of the theory and practice of the professional formation of the personality in the system of special education are substantiated. The essence of the given training is considered in various ways, on the basis of which its qualitative and classification characteristics, levels and systemic and structural components are determined; the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components aredefined.The following components of professional training are defined: professional and motivational, cognitive and competence, operational and active, productive and reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. Theoretical paradigm is scientifically substantiated, the structural-functional, organizational-didactic model of the system of professional training in the field of special education is developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system is highlighted. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the components of the professional readiness to work on a specialty are highlighted. The prospects for further research in the context of improving professional training in the field of special education are outlined.