Teacher speech therapist

Approved

Resolution 25 – 8

Rīga Teacher Training and Educational Management Academy

Agreed

________________________2005

2nd level professional higher education study programme

“Teacher – Speech therapist”

Duration of studies – 2 years

Study plan for Part-time studies

The second level Professional higher education study programme “Teacher – Speech therapist” is being implemented by several Latvian higher education schools: Rēzekne Higher Education (RHE), Liepāja Pedagogical Academy (LPA), University of Latvia Adult Pedagogical Education centre (UL APEC), Rīga Teacher Training and Educational Management Academy (RTTEMA), higher education schools abroad: Switzerland’s Rorschach Higher School (SRHS), Freiberg University (FU).

In order to implement the comparative analysis according to the criteria given in the chart, you have to establish common and different features.

• 
  All programmes offer general education study courses and professional specialisation courses.
  
• 
  State examinations, tests and creation of diploma paper is envisaged by each programme.
  

• 
  Duration of studies in the higher education schools in Latvia and abroad – 2; 2.5; 3; 3.5 years.
  
• 
  Amount of credit points – 68, 80, 111, 120, 140.
  
• 
  Matriculation rules.
  
• 
  Amount of practice – in the programmes of the higher education schools in Latvia – 26 CP, in the programmes of the higher education schools abroad – SRHS – 60CP, FU – 70CP.
  
• 
  The qualification obtained in the higher education schools in Latvia – Teacher – Speech therapist, but in the higher education schools abroad –Speech therapist.
  
• 
  The dominant forwarded by RTTEMA study programme “Teacher – Speech therapist”– pedagogical perception of speech and language disorders; similar attitude exists also in - SRHS. LPA, RHE, UL APEC, the dominant in FU – clinical speech and language disorders’ classification
  

The information about the second level higher education study programme “Teacher- Speech therapist” can be obtained by the persons interested:

• 
  On Riga Teacher Training and Educational Management Academy’s (RTTEMA) website - www.rpiva.lv;
  
• 
  From RTTEMA hand-outs on study opportunities in the programme “Teacher- Speech therapist” at the academy;
  
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  During the especially organized Information day and the annual exhibition “School 200_”;
  
• 
  By contacting RTTEMA Enrolment Commission (tel.: 7808130, free of charge tel.: 8002002 e-mail: uznemsana@rpiva.lv) .
  

The necessity of the study programme “Teacher – Speech Therapist” defined by several factors:

• 
  The increasing number of children in the state with deviations of speech and/or language. The majority of these children do not have organic damages of the cerebral system, but the articulation difficulties are connected with the minor ability or inadequate maturity of functioning of the speech apparatus’ central or peripheral part. Therefore, the above mentioned children can attend general education establishments (school or pre-school), but the corrective development assistance in the field of language is provided by the teacher – speech therapist.
  
• 
  Insufficient number of qualified specialists working in the educational institutions. The demand of the speech therapist help is much greater than the possibilities to offer it. So the situation hindering proper development of the child’s personality occurs and learning difficulties arise when the school age is reached.
  
• 
  The increased demand for the teacher – speech therapist’s assistance has created the necessity to train highly qualified professionals for work with the preschool and young learners’ age children.
  

The study programme is created according to RTTEMA Regulations on the study programme implementation in full and part time studies, Law on Education of Latvia, Professional education law, Law on Higher education institutions, and it is in compliance with the regulations of the Cabinet of Ministers on requirements to educationalist education and professional qualification.

The professional standard “Teacher – Speech Therapist” has not been worked out yet, therefore, the programme is based on the professional standard – Teacher (04.27.02. Decree No 116) adopted by the Ministry of Education and Sciences and on The teacher – speech therapist’s work standard rules in educational establishments (04.09.03.Decree No 146) adopted by the Ministry of Education and Sciences, (See appendixes 2; 3; 4).

In this connection pedagogical and special competencies, which the students acquire during the process of the programme implementation, become important.

The acquiring of the needed special competencies is ensured by the courses in professional specialisation (Speech therapy in preschool- 9 CCP, Speech therapy in primary school – CP, Logo-rhythmic 2 CP, Speech therapeutic correction work with children having psychic development retardedness, mental development disorders, differential diagnostics – 3 CP and other study courses).

The standard of the teacher’s profession has particularly enhanced special skills, which are characteristic for and significant for the teacher- speech therapist. The teacher – speech therapist must know how:

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  strategically and analytically deal with the issues to be solved by special pedagogy and speech therapy;
  
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  to choose and implement appropriate means for more profound purposeful speech therapy investigation of children;
  
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  to diagnose the primary speech and/ or language disorders, differentiate them from the secondary (in cases of other development disorders);
  
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  to develop a plan of corrective developmental action for groups of children with different speech and /or language disorders and implement their decrease or disappearance in accordance with it;
  
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  participate in team work (therapist, psychologist, social pedagogue, teacher) to help the child whose special needs demand speech and/or language disorders;
  
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  to register the risk group children, which is liable to having verbal problems;
  
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  to involve and cooperate with the parents in the work on the prevention and extinction of the verbal disorders of children.
  

The professional competency of the Teacher – speech therapist is proved by the level of the diploma work quality.

As the implementation of the study programme passes through its first study year, then the employers’ opinion poll will be carried out at the end of the second study year and the processed results will be presented to the experts of the accreditation commission. The preschool and school institutions will become potential employers.

1. 
   Aims and Objectives of the Study programme The aim and the objectives of the study programme “Teacher – Speech therapist” in their essence have stayed identical.
   

To train the teacher – speech therapist who knows how to investigate, assess, comprehend, help the child with speech and/ or language development disorders in preschool and junior school age, ensuring a purposeful correction of disorders and providing profound opportunities learning.

Objectives:

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  To provide students with academic and professional knowledge for work with children who have special needs due to speech and/or language disorders;
  
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  To foster motivated and creative implementation of the theoretical knowledge into speech therapy correction work with preschool and junior school age children;
  
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  To promote motivated scientific research work of the students by developing practical, necessary for speech therapy work skills, by compiling diverse practical materials (the teacher –speech therapist’s speech therapy work portfolio creation), while working on the diploma paper.
  

2. 
   Study programme organisation
   

The study programme has not been altered (See Chart No 3)

Chart 3

Study programme’s parts and their amount

* - Irrespective from the previously obtained academic or professional Bachelor’s degree, each candidate has to have the teacher’s qualification. The pedagogical practice proved by the education document is equal to 10CP of the pedagogical practice. The characteristics on the student’s pedagogical activities provided by the employer are welcome (See Appendix 5).

The theoretical courses of the branch comprise – Urgent issues of pedagogy (3CP), Basic Rhetoric (2CP), Methodology of pedagogical researches (2CP), Special pedagogy (2CP), Contemporary Latvian language (2CP), Speech anatomic physiological basis, and pathology (2CP), Introduction to neuropathology (2CP).

The professional specialisation courses include – Speech therapy in preschool (9CP), Speech therapy in primary school (9 CP), Logo-rhythmic (2CP), Speech therapy corrective work with children having psychic development retardedness, intellectual development disorders; Differential diagnostics (3 CP).

The optional part of the studies is formed by Children Literature (2CP) or Basics of bilingual education (2CP).

State examinations and tests (12CP) include the following total:

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  Speech therapy in preschool and primary school (practical part) – 2 CP;
  
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  Speech therapy theory (verbal test)- 2 CP;
  

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  Diploma paper - 8 CP.
  

The study plan of the study programme “Teacher – Speech therapist” is seen in Chart 1.

The following structural units of RTTEMA participate in the programme implementation: department of School Pedagogy, General Education department, Language department, and departments of Dance, Sports pedagogy and Natural sciences and Preschool pedagogy department (See Appendix 7).

The studies involve various work methods and forms – work is carried out in lecture rooms (lectures, discussions, seminars, tests, consultations), in the library, IT classrooms, as well as in special and general education institutions.

The pedagogical practice occupies a crucial place in the implementation of the programme. A cooperation contract is signed with the Education, Youth and Sports Department of Riga City council (See Appendix 8). The total length of the practice – is 16 CP, and it proceeds according to the practice statute created for the study programme (See Appendix 9). The studies include 3 practices.

1. 
   Study (observation, active) practice (in the first semester of studies) – 3CP Preschool education institution (PEI) and 3CP at the school speech therapy unit. The aim of the practice – is to provide the students with an opportunity to comprehend the micro-social environment, where the education and educational process including the child’s speech and /or language disturbance correction, the teacher – speech therapist’s work responsibilities, work organisation in preschool educational institution (PEI)/ primary school speech therapy unit.
   
2. 
   Study practice (active) (in the 2^nd semester of the studies) – 3CP at the Preschool educational institution and 3CP at the school speech therapy unit. The aim of the practice - to encourage the student’s skills to active work performance with the children having speech and/or language disorders, at implementing the child investigation in holistic perception, as well as at organising correction work at preschool educational institution or at school speech therapy unit.
   
3. 
   Study practice (Autonomous, together with the teacher- speech therapist) (the 4^th semester of the studies) – 4 CP at the preschool educational institution or 4 CP at the school speech therapy unit. The aim of the practice – to provide the students with an opportunity of autonomous work in any of the educational institutions, working as a teacher – speech therapist implementing the corrective developmental activities for extinction of the speech and /or language disorders in the framework of the given institution.
   

The venues of practice implementation (See Appendix 10):

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  Rīga Kurzeme district’s special Preschool educational institution “Riekstiņš”, its address: Riekstu ielā 14;
  
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  Rīga Kurzeme district’s 2^nd special Preschool educational institution, its address: Vecumnieku ielā 7;
  
• 
  Rīga Kurzeme district’s Secondary School No 34, its address: Kandavas ielā 4/6;
  

According to the study programme, lecturers on the basis of mutual requirements develop study course descriptions (See Appendix 11). Each individual study course has not only its predetermined aim, study contents, envisaged result, but also the student progress assessment. The study result assessment is implemented both on the quantitative and qualitative levels. The student theoretical knowledge, practical works, practices and other results are assessed by 10 point grading system (quality assessment). When accomplishing the quantitative assessment, the amount of the student’s performed work is considered in compliance with the study plan. For part-time studies 1CP corresponds to 40 academic hours, which are distributed in the following way: 8 contact-sessions and 32 student autonomous work hours.

In order to obtain the qualification Teacher – Speech therapist, the students studying

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  Must acquire the programme in full amount,
  
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  Have to pass the semester examinations in due time,
  
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  Obtain a positive practice assessment according to 10 point grading system,
  
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  Pass the State examinations in practical and academic theoretical fields (assessment not lower than 5 point-grade),
  
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  Work out and successfully defend diploma paper.
  

41 students are matriculated into professional higher education study programme “Teacher – Speech therapist” in the academic year of 2005 /06.

To establish the achievements of the study programme during the 1st semester of the studies, the student opinion poll questionnaire was created (See Appendix 12).

In total 86 % of the students consider that the acquired academic theoretical knowledge and practical skills are perfectly satisfying their needs, 14 % - are partly satisfied, no one is unsatisfied.
4.5.2. Graduates’ opinion poll and its analysis

The study programme is being implemented for the first academic year, therefore, no graduates’ opinion poll exists, and there are no employers’ references yet.

Chart 4

The study programme is implemented by 14 lecturers:

10 – employed in the main elected position (71.5 %);

4 - Guest-lecturers employed (28.5 %).

6 - Doctors (42.8 %) – in the programme work lecturers having Doctor’s degree, which is in full accordance with the programme specifics;

8 – with Master’s degree (57.2 %).

Lecturers possessing appropriate education and qualification, as well as practising teachers – speech therapists, who have been working for long years in general education and special education institutions – preschool / school take part in the study programme implementation.

The lecturers actively get involved into scientific research activities, perfect their experience, knowledge in various courses, seminars, conferences, produce training aids, text-books - including, as well as conduct the in-service courses for teachers and teachers – speech therapists.

As speech therapy is considered to be an intra-disciplinary branch of science, then research and methodological activities can be joined into several groups: pedagogy, speech therapy, medicine, linguistics. In the self-assessment period the following lecturer activity directions exist:

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  Scientific research work,
  
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  Participation in scientific conferences,
  
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  Participation in the exhibition of scientific projects,
  
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  Participation in the development of programmes and publications (books).
  

I.Jurgena is the leading researcher of the project”Pedagogy in the post-soviet period in Latvia: comparative analysis” financed by the Latvian Scientific Council(2005). Participation in conferences: LVAVA Scientific conference “Contents and language integration - a way to high quality education” – report”Texts for acquisition of various subjects at basic education school” (2005); Erasmus coordinators’ conference ”Eracom 2005” – report ”Students and Teachers Mobility in RTTEMA”. Discussion ”Basic education Forms 1 – 6” organized by the Ministry of Education and sciences of the Republic of Latvia and publishers RaKa (discussion materials are published by the magazine ”Skolotājs” 2005., N0 50) (Z.Anspoka).

Education contents integrated implementation for the children with special needs in PEI (I. Habarova, I. Miltiņa).

“Pupils’ speech development assessment” by S. Tūbele

”Phoneme pronunciation disorders” by I. Miltiņa

Linguistics

Participation by reports in scientific conferences in Liepāja, Rīga: Solving of refined language issues in legislation and resolutions; the place of the Latvian language in education of values by V. Kuzina.

Publications (books): Basics of Rhetoric by S. Geikina.

The Latvian language teaching aid envisaged for preschool education teachers by V. Uršuļska and others

The study programme ”Teacher- Speech therapist” is being implemented by part-time studies. The finance asset is formed by student fees (Ls 400 – per year of studies) (See Appendix 13).

The programme implementation venue is: Rīga, Imantas 7. līnijā 1. RTTEMA total room space covers 2682 m² with 29 study rooms – 1628 m², 48 studies – 1054 m².

An important role is played by RTTEMA library in the study process maintenance. Students have access to the reading room with 70 reader seats and 15 free-access computers.

The library is regularly supplied by literature on special pedagogy, speech therapy, linguistics issues, which play an important role in the implementation of the programme (See Chart 5).

Chart 5

To foster the student equipment with special literature for teacher-speech therapy courses’ studying, literature folder producing has been started, whish compile information and periodical materials on speech therapy and special pedagogy, which cannot be found in the library stock. You can get acquainted with them in the scientific methodological study of Pedagogy faculty and students use them for their autonomous research implementation and diploma paper writing.

For the study process implementation is envisaged certain technical maintenance. In the study process both the students and the lecturers can use:

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  Computer classrooms, equipped with Intel Pentium and Celeron processor computers, licensed soft-wares, Internet services,
  
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  In the study work three mobile presentation units can be used (portable computer and data video-projector), digital video-camera and digital photo-camera,
  
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  Students and employees can use RTTEMA e-mail,
  
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  RTTEMA website page is maintained topical, where the students can find needed information.
  

4.8.1. Cooperation with employers

Cooperation, as it was already mentioned before, is most successfully with general and special preschool educational institutions / schools, which are interested both in the practice organisation and the training of new specialists as potential employees.


4.8.2., 4.8.3. Cooperation with similar study programmes in Latvia and abroad

Communication on the level of information, thought exchange level on the study programmes in speech therapy involves directors of similar programmes in Latvia: S. Tūbele (UL APEC), B. Trinīte (LPA), P. Vucenlazdāns (RHS). Contracts are signed with Liepāja Pedagogical Academy, Rēzekne Higher School. A reference is made about the study programme ”Teacher –Speech therapist”, which is provided by the second level higher Professional education study programme ”Special education teacher” with the director S. Tūbele (UL APEC).

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  Great attention is paid to implementation of the principle – synthesis of theory and practice.
  
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  The succession principle is implemented into the corrective-developmental work with preschool and junior school age children possessing speech and/or language disorders.
  
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  Qualified academic staff members are involved into implementation of the study programme.
  

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  Inadequate cooperation with similar programmes beyond Latvia.
  
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  Not- adequate student scientific research activity.
  
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  Inappropriate number of practice venues.
  

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  By cooperation with the institutions providing practice venues, opportunities for qualitative implementation of State examination practice part are created.
  
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  To increase the number of students, as the existing practice prove interest, motivation of the students to acquire the programme.
  

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  Tuition fee increase for the programme implementation.
  
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  Maintenance of the number of pedagogical practice venues.
  

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  To increase efficiency of cooperation with the higher education institutions in Latvia (UL APEC, LPA, RHS), in order to involve highly qualified specialists into study course reading.
  
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  To widespread cooperation with general education institutions for speech therapy activity implementation by involving new educational institutions (Rīga Kurzeme district’s PEI “Kadiķītis”, Zemgale district’s PEI “Kristapiņš”, Zemgale district’s Secondary School No 47 etc.).
  
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  To continue work on developing a qualitative study programme, by using opportunities provided by information technologies; to foster the increase of lecturers’ qualification.
  
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  To start developing international links between academic staff members (with Germany - S. Tūbele).
  
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  To continue annual self-assessment of the study programme more actively by involving the students into this process.
  

Mg.paed., docent at Preschool pedagogy department , programme director

Dr.psych, assoc. prof., Head of Preschool pedagogy department

Mg.paed., lecturer of General pedagogy

First year student at the study programme “Teacher - Speech therapist”

20/09/2005 /V.Kuzina/

1965 -1976 Rīga Secondary School No 4

1976 -1981 University of Latvia, Faculty of Biology

Biologist, Lecturer in biology and chemistry

1993 - Doctor in Biology; in the Republic of Latvia

1997 – Docent

2005 – Assoc. professor

2005/ 06/ Rīga Teacher Training and Educational Management Academy – assoc. professor

1997/08/- 2005/ 06/ Rīga Teacher Training and Educational Management Academy – docent

1999/10/ - 2005/ 06/ International practical psychology higher school – docent

1998/08/ - 2003/ 08/ State Fire and Rescue Service Department– senior specialist

1997/08/ - 1998/08/ Republic of Latvia; Civil Defence service centre – head specialist

1996/04/ – 1997/08/ Republic of Latvia; Civil Defence service centre - expert

1992/08/ - 1996/02/ Scientific research and production enterprise "Amats" - senior scientific co-researcher

1995/03/ - 1995/11/ Children clinic hospital "Gaiļezers" – physician- laboratory assistant

1981/11/ - 1992/08/ Medical biological and ecological research centre - senior l laboratory assistant, junior researcher

Articles in scientific journals and article collections 19

Conference theses 17

Text-books – 1 (book in 3 parts) 1

Characteristics of adolescent sports activities, health conditions and lifestyle; Assessment of students’ physical condition changes during the study process and attitude to sports assessment; Preschool age children health problems and early diagnostics of cerebral regulation functions; Future pedagogues’ professional choice motives analysis; Environment and vocational health theme integration into the secondary school curriculum; Riga secondary school pupils and biology teachers’ views on biology teaching at school