Development of educational master's programs in special (defectological) education meeting employers’ qualification requests

Statement of the problem. The modern stage in the development of education defines new requirements for the professional activity of a defectologist teacher. A modern defectologist, in particular a master of special (defectological) education, should have special professional competencies in connection with an increase in the number of children with multiple developmental disabilities, and the practice of inclusive education. The lack of a qualification request from employers for the content of training masters in the field of correctional activity leads to the opening of unclaimed master’s programs and the release of unclaimed specialists. The purpose of the article is to identify the qualification request of employers to train a teacher-defectologist, who is able in the current conditions to carry out professional activities in educational organizations and institutions at various levels, based on local needs. Research methodology. The study of the works by Russian and foreign scientists, regulatory documents in the field of education, the survey of the leaders of educational organizations and institutions made it possible to formulate a focus (profile) and determine the content of a new master’s program developed by the design method in the field of preparation 44.04.03 Special (defectological) education, to identify and justify professionally significant competencies of the master of special (defectological) education. Research results. The article presents the results of the survey of employers and representatives of employers for defectologists regarding the qualification request of employers to prepare a specialist who is able to carry out corrective work with students from different nosological groups; professional competencies for master’s programs in the field of training 04.04.03 Special (defectological) education are described, a list of questions for the employer is given. Conclusions. As a result, the study revealed the qualification request of the heads of educational organizations and institutions for the development of a new master’s program in accordance with the federal state educational standard of higher education in the field of preparation 04.04.03 Special (defectological) education, the focus (profile) of this program was determined; the professional competencies of the future defectologist teacher for students with hearing, vision, and intellectual impairments were formulated; effective types of activity were selected for the formation of indicators of achievement of the necessary competencies for the master in the field of defectology.