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EDUCATIONAL DISCIPLINE “FAIRY-TALE THERAPY IN WORKING WITH CHILDREN” IN THE SYSTEM OF FUTURE SPECIAL EDUCATION TEACHERS’ PROFESSIONAL TRAINING

. The article substantiates that in connection with the challenges of modern pedagogical science and the need to have in the system of professional training of special education teachers a program aimed at mastering future specialists in this category of the latest correctional, pedagogical, psychological, health-saving and psychotherapeutic technologies of working with children of different ages, including those with special educational needs, the content of the working program “Fairy tale therapy in working with children” was worked out. Such a discipline can be both a part of the invariant part of the curriculum, and an optional course. It consists of 3 modules: Module 1. Theoretical background of fairy tale therapy. Module 2. The use of fairy tale therapy in working with children of different ages. Module 3. Fairy-tale psychodiagnostics and correction. Thus, module 1 aims to get acquainted with fairy tale therapy as one of the areas of art therapy, types of fairy tales, forms, methods, techniques and algorithm of working on a fairy tale, techniques used in fairy tale therapy, as well as planning and conducting correctional classes with children using fairy tale therapy. Module 2 contains information on the content of the use of fairy tale therapy in working with preschoolers, primary schoolchildren, adolescents and senior school children, and also the perception of fairy tales by children of different ages and adults. Module 3, the content of which is a fairy-tale psychodiagnostics and correction, provides coverage of the specifics of working with different categories of children who experience certain psychological, physiological, personal developmental problems, learning difficulties, etc., as well as the work of a specialist with the family of the child. In addition, this module presents fairy tale therapy as an opportunity to determination (in the profession, preferences). Prospects for further research may be reviewing, analyzing and modifying the content of the working program “Fairy Tale Therapy with Children” for professional training other categories of educators: speech therapists, preschool teachers, primary school teachers, practical psychologists, social educators, teachers of languages and literature, taking into account the specifics of their practical activities.