Rīga Teacher Training and Educational Management Academy

60Rīga Teacher Training and Educational Management Academy

Faculty of Pedagogy

2nd level professional higher education study programme

TEACHER SPEECH THERAPIST

(4614105)

ACCREDITATION MATERIALS

Programme director: Mg.paed. doc. I.Miltiņa

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Approved by

Study Council sitting

Resolution No 4/3 Dr.paed.prof.Z.Anspoka

Approved by

RTTEMA Senate sitting

Resolution No 9-1

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REPUBLIC OF LATVIA

MINISTRY OF EDUCATION AND SCIENCE

VAĻŅU IELA 2, RĪGA, LV 1050, LATVIA • TELEPHONE 72224 1 5 ■ FAX7213992

COPY

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LICENCE

Issued to Rīga Teacher Training and Educational Management Academy

On the right to implement

The 2nd level professional higher education study programme "Teacher Speech Therapist" (4614105) for achieving the qualification of the teacher-speech therapist

Licence valid till16/12/2007

Licence issue data 16 December2004

Licence issue place Rīga, Republic of Latvia

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Licence No 04053-13

Minister

of Education and science of

the Republic of Latvia

:

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AGREEMENT

01 April 2004, RigaNo VL – 2004/ 7

Rīga Teacher Training and Education Management Academy with the payer reg. No 900000136987, on behalf of which in accordance with Constitution, as well as with valid legislation and regulations acts, acts RTTEMA acting rector Dace Markus, further in the text RTTEMA, for the one party and

Liepāja Pedagogical academy with the tax payer register No 90000036859, on behalf of which in accordance with Constitution, as well as with valid legislation and regulations acts Gunta Smiltnīece, further in the text LPA, from the other party, agreed on the following:

1.RTTEMA second level professional higher education study programme "Teacher
speech therapist" students, in case of the higher school liquidation, will have opportunity to proceed with their professional education at LPA second level professional higher education "Speech therapy" (471415) programme on basis of the tuition fee adopted by LPA Senate

2.RTTEMA warns the students studying in the Programme about the conditions of this Agreement.

3.LPA does not inherit RTTEMA’s commitments to the above mentioned programme students.

4.RTTEMA’s students who have signed the contract with the credit-establishment about study loan, this loan is pledged in accordance with Study foundation and the credit-establishment providing study loans.

5.RTTEMA students’ matriculation at LPA and the accomplished equalization of the study amount at the mentioned LPA
programme is regulated by its enrolment conditions, matriculation conditions, requirements of the mentioned study programme requirements, as well as in accordance with other study process regulation documents.

6.LPA possess the right to decide about the respective study year the student will be enrolled into for study commencement, in accordance with the content and requirements of LPA study programme.

7.From the data, when the students terminate their studies at RTTEMA and commence studies at LPA, they study, liable to all LPA’s regulation documents and pay tuition fee set by LPA
or cover the tuition fee by help of study loan.

8.The agreement is valid from the data of signing and is valid till non-determined time.

9.The agreement is liable to changes, amendments or terminated by the agreement of the both sides involved in written form, which is registered officially as Agreement protocol and
from the moment of signing it is indispensable part of the Agreement.

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Rīga Teacher Training and Education Management Academy
LV 900000136987__

Juridical address: Imantas 7. līnija 1: ..

Rīga,

Rīga, LV-1083 Tel.:7808010

e-mail:

Liepāja Pedagogy Academy

LV 90000036859

Juridical address:

Lielā iela 14, Liepāja, LV-3401, Latvija

Telephone: 3423568, 3423510

e-mail: lpaiVclieppa.lv

Rector,

associated professor G.Smiltniece

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CONTRACT

Rīga

COPY ļ
31 January 2006
No 01 – 21 / 1
2006/ 55

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Rīga Teacher Training and Educational Management Academy, represented by its rector Dace Markus in person, further in the text referred to as "RTTEMA", acting in accordance with RTTEMA Constitution, on the one party concerned behalf, and Rēzekne Higher School, represented by its rector Leonārs Svarinskis in person, further in the text referred to as "Rēzekne Higher School", acting according to Rēzekne Higher School’s Constitution, on the other party concerned behalf, each separately further named as"Party" or both together as "Parties", conclude this Contract ( further in the text referred to as ("Contract") on the following:

1.Contract subject

1.1.If in the period of validity of this contract RTTEMA second level study programme ”Teacher speech therapist” is not accredited or is liquidated (further in the text referred to as "Study programme"), Rēzekne Higher Schoolpromises to provide the Study programme students with the opportunity to continue their studies at the study programme "Teacher speech therapist" at Rēzekne Higher School.

2.Responsibilities of the parties

2.1.RTTEMA promises to inform the students studying in the Study programme about this agreement and its conditions.

2.2.Rēzekne Higher School does not inherit RTTEMA responsibilities to the students of the study programme.

2.3.Matriculation of RTTEMA students into Rēzekne Higher School and the adjusting of the study amount to the study programme “Teacher speech therapist” of Rēzekne Higher School proceeds in accordance with the Rēzekne Higher School enrolment regulations and matriculation conditions, as well as following other study process regulation conditions.

2.4.The number of the study places granted by the state is registered officially and passed to RēzekneHigher School according to the real number of students studying who in the framework of this agreement are enrolled into
Rēzekne Higher School.

2.5.The students studying at RTTEMA Study programme who on the basis of this agreement are enrolled into Rēzekne Higher School, and who have signed credit contracts with the credit-establishment about their study loan, following the agreement between the Study foundation and the credit-establishment validated, are provided with the loan based on the previous conditions.

3.Contract duration

3.1. The contract is valid from the data of signing and is valid till non-determined time.

4.Parties’ warrant

4.1. The parties confirm their rights to execute the actions set by the Contract and pledge liabilities foreseen by this Contract.

5.Disagreements and discord

5.1.All discords and disagreements, which could arise in co0nnection with this Contract, the Parties settled by mutual negotiations.

5.2.The discords and disagreements, which are not settled by negotiations, are resolved by jurisdiction valid in the Republic of Latvia in accordance with the legislation and regulations.

RīgasPedagoģijas un izglītības vadības augstskola I. Miķelsone

Rīgā,.

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6.Other conditions

6.1.This Contract can be changed and/or amended only by the written agreement of the Parties.

6.2.Each Party can terminate this Contract, announcing it to the other Party in written form at least 1 (one) month earlier.

6.3.This Contract is prepared and signed in duplicate in the Latvian language, which both possess equal juridical validity, each Party holds one sample.

7.Requisites of the Parties

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Rīga Pedagoģijas un izglītības vadības augstskola

Imantas 7.līnija 1, Rīgā, LV 1083 VAT reg.No 90000013697 Latvijas Banka VKRNC Code: LACBLV2X Account: LV37TREL2150200030100

D.Markus

Rēzeknes Augstskola

Rēzekne, Atbrīvošanas aleja 90

LV-4600

VAT reg. No LV 90000076669

Latvijas Banka VKRNC

Code: LACBLV2X

Account: LV90TREL2150100030100

L.Svarinskis

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Contents

Resolution on the study programme ”Teacher Speech Therapist” implementation commencement by RTTEMA Senate decision.
Licence on the right to implement the 2nd level professional higher education study programme ”Teacher Speech Therapist”
Contract with Liepāja Pedagogical Academy, contract with Rēzekne Higher Education School

1. The 2nd level professional higher education study programme ”Teacher Speech Therapist”

/ …………..…. / 8
1.1. Study programme justification / ...………..….. / 8
1.2. Aim and Objectives of the Study programme / ...………..….. / 9
1.3. Matriculation regulations / ...………..….. / 9
1.4. Requirements for the qualification / ...………..….. / 10
1.5. Content and organisation of the study programme / ...………..….. / 10
1.6. Assessment of study achievements / ...………..….. / 10
1.7. Study programme’s comparison with the programmes of other Latvia’s higher education schools / ...………..….. / 14
1.8. Study programme’s comparison with the programmes of higher education schools abroad / ...………..….. / 14
2. Advertising, information issues on the study opportunities / ...………..….. / 15
3. Study programme’s prospective assessment based on the interests of the Republic of Latvia / ………..…. / 15
3.1. Study programme conformity to the standard of the 2nd level professional education and the professional standard / ………..……. / 16
3.2. Employers’ opinion poll results / ...………..….. / 18

1. Study programme assessment

/ ...………..….. / 18
4.1.Aim and Objectives of the study programme / ...………..….. / 18
4.2.Study programme organisation / ...………..….. / 19
4.3.Study programme’s practical implementation / ...………..….. / 20
4.4.Assessment system / ...………..….. / 21
4.5.The amount of students in the programme / ...………..….. / 22
4.5.1.Students’ opinion polls and their analysis / ...………..….. / 22
4.5.2.Graduates’ opinion polls and their analysis / ...………..….. / 22
4.6.Academic staff employed in the study programme / ...………..….. / 22
4.6.1.The amount of academic staff / ...………..….. / 22
4.6.2.Academic staff qualification / ...………..….. / 23
4.6.3.Academic staff selection, development and renovation policy / ………..……. / 23
4.7.Finance assets and infrastructure maintenance / ………..……. / 25
4.8.External relations / ……….……. / 26
4.8.1.Cooperation with employers / …………..…. / 26
4.8.2.Cooperation with similar study programmes in Latvia and beyond / …………..…. / 27
4.8.3.Academic staff, who had worked in foreign educational establishments, or implemented scientific, research and artistic work abroad / ………….…. / 27

1. Study programme prospective development

/ ………..……. / 27

Appendixes

1. References on the study programme

2. RTTEMA Resolution on the implementation of study programmes

3. Teacher’s professional standard

4. Teacher Speech Therapist’s standard-rules of the educational establishment

5. Reference on the student pedagogical action

6. Requirements for Diploma work elaboration

7. Curriculum Vitae of the Academic staff

8. Cooperation contract with Riga City Council Education, youth and sports department

9. Practice regulations for the study programme “Teacher Speech Therapist”

10. Contracts with the practice venues

11. Study course descriptions

12. Student opinion poll questionnaire

1. The 2nd level professional higher education study programme ”Teacher Speech Therapist”

1.1. Study programme “Teacher Speech Therapist” justification

Human exchange of thoughts, ideas is implemented both by verbal and non-verbal means of communication. Children try to use both forms to express their own identity. Not always they succeed, namely, due to existence of communicative barrier (speech and language development deviations); the child’s opportunity to perceive or transmit information is either reduced or lost.

Deviations of the child’s speech not always present evidence of great sensory or intellectual disorders. Preschool age is often characterised by scarce development of the phonemic perception, which is revealed by difficulties of language sound differentiations according to articulation and/or acoustic features. Articulation movement performance inferior ability, lexical grammatical inconsistencies, difficulties with narrative skills testify about language underdevelopment or even about non-adequate language system development.

In the framework of the child’s healthy development in 2002, the research carried out on the problems of the native language acquisition of 2 -3 years olds reveals that only 8 out of 37 children have acquired the native language according to the requirements of this age; 22 children have become retarded in their language development, but 7 children - have developed the 1st stage of the language system underdevelopment. Simultaneously these children are able to perform activities in the group of their peers, have developed self-service and hygiene skills adequate for their age. The abovementioned data prove the necessity to diagnose speech deviations, language acquisition problems in due time. If the deviations have been early diagnosed, then the sensitive language acquisition period, when it is possible to help the child – correct the deviation, is prolonged.

The growth of the speech deviations’ amount is caused by the increase in numbers of prenatal and perinatal development deviations, children’s psycho-somatic meagre-maturity, enfeeblement, malignant micro-social environment, parent pedagogical incompetence, and lack of desire to take care of their children, the parents’ light-minded attitude to the children’s peculiarities of speech. Also various endured trauma, illnesses can facilitate the child’s difficulties of speech.

The teachers- speech therapists from abroad claim that as a result of malignant factors’ influence, 60% of the middle preschool age children have developed ascertained speech deviations.

The child depending on the skills of listening, comprehension of the things told by other people, to use them in routine communication, more or less successfully gets integrated into a new micro-social environment (family↔ preschool educational institution↔ school), perceives or partially perceives the values created by previous generations. It means that the child’s speech and language development full value is closely correlated with the formation of the child personality, its development further prospects.

When the child starts going to school, the speech deviations are enlarged by the difficulties to perceive, understand and use the literary language, that develop into specific mistakes of reading and writing. The cognitions claimed by a practicing speech therapist prove how serious the problem is: the analysis of 17 years of practice force to come to conclusion that each pupil of forms 3 - 4 has developed either a speech or/and language deviation at the beginning of school attendance. Summarising the above said, teachers enter a vast venue of the child speech and language system to be put in proper order. The opportunity to acquire the needed professional skills for this work is offered by the study programme “Teacher - Speech Therapist”.

1.2.Aim and Objectives of the Study programme

The aim of the study programme “Teacher – Speech therapist”is –

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:

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

1.3.Matriculation regulations

The study programme “Teacher – Speech Therapist” matriculates the applicants, which have acquired higher professional pedagogical education or academic Bachelor’s degree and professional pedagogical education, or professional Bachelor’s degree and professional pedagogical education. A characteristic on the applicant’s pedagogical work experience by the employer is preferable.

1.4. Requirements for the qualification

The following requirements have to be fulfilled for achievement of the qualification”Teacher – Speech therapist”:

• The syllabus of the study programme must be attained in full extent;
• Semester tests, examinations must be passed in due time and successfully, practices must be accomplished effectively;
• The state examinations must be passed successfully, and the grades obtained in accordance with RTTEMA Senate decision cannot be lower than grade 5.

1.5.Content and organisation of the study programme

The total amount of the study programme constitutes 68 credit points. It is envisaged for 2 years (4 semesters) in the part time studies. The elaboration of the study programme developed is based on Regulations on the second level professional higher education state standard (Regulations No 481, 20.11.2001.), Law on Professional education (Saeima of the Republic of Latvia, 10.06.1999.), Regulations No 347 “Regulations on the demands of the needed education and professional qualifications by the pedagogues” (03.10.2000.) by the Cabinet of Ministers.

During the implementation of the study programme, the students have to master (See Chart No 1):

• Theoretical study courses of the branch – 15 CP;
• Professional specialisation courses – 23 CP;
• State examinations – 12 CP;
• Pedagogical practice – 16 CP (+10 CP).

1.6.Assessment of study achievements

The achievements of the students’ studies are assessed by 10-point grading system. The following criteria are observed:

• Ability to combine theory with practice skills;
• Skills to compile, analyze and assess the obtained investigation data in the sphere of speech and language;
• Skills to plan, correct and prognosticate the child speech/language development prospects;
• Skills to work in team (teacher, speech therapist, parents, psychologist);

For the assessment of achievements the following grading forms are used: tests, examinations.

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Chart No 1

Approved

By Senate sitting of 15/03/2004

Resolution 25 – 8

Rīga Teacher Training and Educational Management Academy

Pedagogy faculty

Agreed

Study pro-rector ______Z. Anspoka

______2005

2nd level professional higher education study programme

“Teacher – Speech therapist”

Enrolment year – 2005

Duration of studies – 2 years

Study plan for Part-time studies

Programme director – Mg. paed. doc. I. Miltiņa

No / Study course
Contact-hour amount,
Assessment type / Year 1
Ac.yr.2005/2006 / Year 2
Ac.yr.2006/2007 / Contact-
sessions / Autonomous works / Credit- points / Department responsible,
Lecturers
Sem.1 / Sem. 2 / Sem.3 / Sem.4
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
Branch academic theoretical study courses – 15 CP
1. / Urgent issues in pedagogy / 24 E / 24 / 96 / 3 / General pedagogy department
Dr.paed.prof. I.Jurgena
Mg. paed., doc. I. Lāce
2. / Basic Rhetoric / 16 E / 16 / 64 / 2 / General pedagogy department
Mg. paed., lect. S. Geikina
3. / Pedagogical research methodology / 16 E / 16 / 64 / 2 / General pedagogy department
Dr. philol., doc. O. Pavlovs
4. / Special pedagogy / 16 E / 16 / 64 / 2 / Preschool pedagogy department
Dr.psych.,assoc.prof.T.Zīriņa
General pedagogy department
Mg. paed., lect. S. Tūbele
5. / Contemporary Latvian literary language / 16 E / 16 / 64 / 2 / Department of Languages
Dr. phil., prof. V. Kuzina
6. / Speech anatomic physiological basis, pathology / 16 E / 16 / 64 / 2 / Dance, sports pedagogy and natural sciences department
Dr. biol., assoc. prof. J. Porozovs
7. / Introduction to neuropathology / 16 E / 16 / 64 / 2 / Dance, sports pedagogy and natural sciences department
Dr. biol., assoc. prof. J. Porozovs
40 / 48 / 32 / 120 / 480 / 15
Professional specialisation courses – 23 CP
8. / Speech therapy in preschool / 24 E / 24 E / 24 E / 72 / 288 / 9 / Preschool pedagogy department
Mg. paed., doc. I. Miltiņa,
Mg paed., lect. I. Habarova
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
9. / Speech therapy in primary school / 24 E / 24 E / 24 E / 72 / 288 / 9 / General pedagogy department
Mg. paed., lect. S. Tūbele
Preschool pedagogy department
Mg. paed., lect. J. Koļesnika
10. / Logo-rhythmic / 16 E / 16 / 64 / 2 / Preschool pedagogy department
Mg. paed., lect. G. Grigorjeva
11. / Speech therapy correction work with the children with psychic development deviations, intellectual development disorders; differential diagnostics / 24 E / 24 / 96 / 3 / Preschool pedagogy department
Mg. paed., doc. I. Miltiņa,
Mg paed., lect. I. Habarova;
General pedagogy department
Mg. paed., lect. S. Tūbele
Preschool pedagogy department
Mg. paed., lect. J. Koļesnika
48 / 48 / 88 / 184 / 736 / 23
Free optional study courses – 2 CP
Children literature / or / 16 E / 16 / 64 / 2 / Preschool pedagogy department
Mg. paed., doc. V. Uršuļska
Basics of bilingual education / 16 E / 16 / 64 / 2 / School pedagogy department
Dr.paed.prof.Z.Anspoka
Preschool pedagogy department
Mg. paed., doc. V. Uršuļska
Practice – 16 CP (+ 10 CP)
1st study practice (observational – active)
At PEI and primary school / 3 weeks* and
3 weeks / 6 / Preschool pedagogy department
Mg. paed., lect. J. Koļesņika,
Mg. paed., lect. I. Habarova,
Mg. paed., lect. G. Grigorjeva,
General pedagogy department
Mg. paed., lect. S. Tūbele,
praktizējošie logopēdi
2nd study practice (active) at PEI and primary school / 3 weeks and
3 weeks / 6
3rd study practice (autonomous, together with a the teacher – speech therapist),
Assistant- teacher – speech therapist at PEI or primary school / 4 weeks / 4

State examinations – 12 CP

Speech therapy at preschool and primary school
(practical part) / x / 2 / Preschool pedagogy department
Mg. paed., doc. I. Miltiņa,
Mg. paed., lect. J. Koļesņika,
Mg. paed., lect. I. Habarova,
Mg. paed., lect. G. Grigorjeva,
General pedagogy department
Mg. paed., lect. S. Tūbele
Speech therapy theory (verbal) / x / 2
Diploma paper / x / 8 / Preschool pedagogy department
Dr.psych.assoc.prof, T.Zīriņa
Mg. paed., doc. I. Miltiņa,
Mg. paed., lect. J. Koļesņika,
Mg. paed., lect. I. Habarova,
General pedagogy department
Mg. paed., lect. S. Tūbele
Total CP: / 17 / 18 / 17 / 16 / 68

* 1week =1CP