Study of speech therapists' difficulties as a basis for improving the content of advanced training

The research problem and the rationale for its relevance. The research problem presented in the article arises from the contradiction between the need to ensure quality advanced training and retraining of speech therapists and the difficulties they face in conducting corrective work. The article contains results of examining organizational and content-related inconsistencies that often hinder continuity during advanced training and retraining of speech therapists with different work experience. The research analyzes and compares the knowledge needs of modern speech therapists with the requirements of contemporary educational institutions at various levels. In studying this problem, the author proposes improving the advanced training and retraining process in speech therapy by investigating continuity issues across different educational stages and institution types, while identifying both common and specific challenges in implementing corrective- developmental work. The author suggests several solutions through improving the organization and content of advanced training and retraining courses for speech therapists and special educators in Vladimir region. Specifically, the implementation of thematic short-term courses is proposed, focusing on identified problem areas and providing continuityrelated solutions, where educators independently select and solve practice-oriented interactive tasks. The goal of research is to determine prospects for scientific-methodological support and continuous advanced training of speech therapists from a continuity perspective. The research tasks include comparative analysis of long-term implementation of Federal State Educational Standards (FGOS) for children with disabilities across educational levels and institution types by Vladimir Institute for Advanced Training specialists. Methodology. The research methodology is based on system-activity and competency-based approaches that enable individualized and differentiated learning for both children and educators, incorporating teachers' personal experience, facilitating professional collaboration, and applying continuity principles to develop core competencies of modern speech therapists. Results. The theoretical significance of the research lies in identifying theoretical and practical gaps through comparative analysis of continuity issues in speech therapists' advanced training and retraining. The practical significance involves developing supplementary programs to enhance the professional retraining and advanced training process.