The article examines the problem of organizing distance practical training of future defectologists using innovative technologies. During the pandemic, the education system in the Russian Federation and several other countries in the world switched to distance education, which became an alternative measure. The purpose of the study is to identify the features of organizing curricular practical training remotely and review effective innovative technologies for organizing distance practical training of defectologists. To achieve this goal, the following methods were used: analysis of Russian and foreign psychological and pedagogical literature, normative and educational documents of North-Eastern Federal University and Blagoveshchensk State Pedagogical University outlining practical training of students, observation, and questionnaires. 127 NEFU and BSPU undergraduate and graduate students majoring in "Special (defectological) education" participated in the survey. According to the research results, problems related to distance practical training, the reasons for their occurrence, and ways to eliminate them were identified. Based on the analysis of educational and methodological documentation and questionnaires, the need for the introduction of innovative technologies to the organization of distance practices in all its blocks (target, organizational, content, technology) is justified. The results of the research can be used in further studies of the use of distance technologies taking into account the possibility of extreme events in the modern world.

Future defectologists, practical training, student practice, distance learning technologies, special needs children