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1 Riga Teacher Training and Educational Management Academy Faculty of Pedagogy Second level short cycle professional study program Teacher-Speech Therapist Accreditation materials Program director Mg.paed. Irena Miltina Riga 2008

2 Riga Teacher Training and Educational Management Academy Faculty of Pedagogy Second level short cycle professional study program Teacher-Speech Therapist (46141) Self-assessment report 2007/2008 academic year CONFIRMED by Board meeting of the Faculty of Pedagogy On Protocol No 4 Board Chairwoman Dr.paed., assoc.prof. M.Sile (signature) Program director Mg.paed. Irena Miltina CONFIRMED by Council for Studies On Decision No 4 Vie Rector for Studies Dr.paed., assoc.prof. R.Spalva CONFIRMED by RTTEMA Senate meeting on Protocol No Senate chairman: Dr.paed.assoc. prof. Ivars Muzis (signature) (signature) Riga

3 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Reg. No Imantas 7.linija 1, Riga, LV 1083, phone: , fax: , e mail: rpiva@rpiva.lv Riga, Nr. To the Ministry of Education and Science of the Republic of Latvia Application of the study program for a repeated accreditation 1. The title of the study program under accreditation 2. The code of the study program under accreditation 3. The implementation time and amount of the study program under accreditation 4. Address of the implementation of the study program (higher education institution, branch of higher education institution), way and form 5. Entry requirements to start studies in the higher education study program 6. Qualification awarded graduating the study program under accreditation Second level short cycle professional study program Teacher-Speech Therapist years (4 semesters), 72 credit points (108 ECTS) RTTEMA, Imantas 7.linija 1, Riga Kalna iela 11, Kuldiga Part-time full-time, Riga, Kuldiga Higher pedagogic education Qualification of Teacher-Speech Therapist 7. Name of the higher education institution Riga Teacher Training and Educational Management Academy 8. Authorized person administrating issues concerning licensing Director of the study program Mg.paed. Irena Miltina e mail:pirmsskola@rpiva.lv, phone: RTTEMA Rector Dace Markus 3

4 Senate Decision 4

5 Contents I Self-assessment of higher education program 1. General description of the study program Aim and tasks of the study program Matriculation conditions Requirements for the acquisition of qualification Results obtained in the sense of knowledge, attitudes and. 9 skills 2. Organization of the study program The change of study program structure in the course of self-assessment Compliance of the study program s plan to the aims and tasks of the academy The mechanism of internal quality of the study program Implementation of the study program Implementation of the study program in practice Study methods and forms employed Assessment system of the achievements of the studies (argumentation of the choice of assessment methods and analysis of results) Research activities of the academic staff involved in the study process and students Comparison of the study program with similar study programs of other higher education institutions in Latvia and abroad Compliance of the study program with the Standard of higher professional education and the profession Employers conclusions about graduates employment for the coming 6 years Students The number of students in the program The number of the students matriculated in the first year The number of graduates Student surveys and their analysis The surveys of graduates and their analysis Participation of students in the development of the study. 26 process 6. Assessment of the academic staff employed in the study. 26 program 6.1. The number of the academic staff The qualifications of the academic staff and their compliance with the implementation of the aims and tasks of the division The academic staff selection, renovation, training and development policy Financial resources and provision of infrastructure External relations Cooperation with employers Collaboration with higher education institutions in Latvia. 32 and abroad 9. The development plan of the study program. 33 5

6 II Annexes of self-assessment report (basic information) 1. Annex. Information on lecturers election period and basic employment place 2. Annex. Curriculum Vitae (CVs) of academic staff 3. Annex. The descriptions of study courses 4. Annex. A sample of the diploma awarded and its Annex (filled in) 5. Annex. Annual self-assessment reports confirmed by the Senate 6. Annex. The plan of the study program, indicating the amount, implementation plan and academic staff (table) 7. Annex. Agreements between Riga Teacher Training and Educational Management academy, Liepaja Pedagogical academy and Rezekne higher education institution III Documents of self-assessment report (basic information) 8. Annex. Cooperation agreements on providing of practice venues 9. Annex. Reference on students pedagogic activities 10. Annex. The professional standard of teacher, standard regulations of Teacher-Speech Therapist work 11. Annex. Survey questionnaire 12. Annex. Practice regulations 6

7 I Self-assessment of higher education program 1. General description of the study program Contemporary state education policy and legislation determines that children in preschool and at school should acquire stable Latvian language skills both in the spoken and written forms. As practice shows communication between people is complete only in case if the sounds of words are correctly caught, pronounced and analyzed; word combinations and sentences ordered according to the language standard and layout of thought content. In case of speech and language disorders the child s possibility to receive and/or deliver information diminishes or disappears. If the child is not provided timely speech therapy support or does not receive it at all at the age of pre-school, it causes difficulties for the child to include him/herself in a new micro-social environment: family pre-school; pre-school school; get involved in the educational process. Indirectly the child gets the status of a child with special needs. At conference School for everyone 2 (2004) has been reported that the aforementioned group includes: - Children with speech and language disorders; - Children with learning disorders (reading and writing acquisition difficulties); - Children with social emotional, behavior disorders. Children with speech/language disorders, together with a verbal incompetence in daily life, at school has an inadequacy of perception, comprehension and usage of the mother tongue, which shows through specific errors in reading and writing. It means that the primary (speech/language) disorder facilitates secondary phenomena, i.e., an incomplete or partial acquisition of concrete educational programs. The afore-mentioned disorders in the study process are a temporal or partially temporal phenomenon, if a successful correction of functional deficiencies takes place, i.e., the child received a timely specialist support, required individual consultations. Thus, the following questions become topical: - Child-centered approach to child s development, development of a positive attitude towards children with speech/language disorders. - Early and timely discovery of various verbal expression difficulties, purposeful Teacher-Speech Therapist s development-correctional work to prevent deficiencies, taking into consideration holistic approach to child s development. - Team (teachers of various profiles Teacher-Speech Therapist psychologist parents) collaboration facilitation to carry out the program of speech/language correction. 7

8 The afore-mentioned statements are connected with the implementation of second level second level short cycle professional study program Teacher-Speech Therapist. The decision of Accreditation commission dating from May 17, 2006, No 1031, provided an opportunity to implement Second level short cycle professional study program Teacher-Speech Therapist (46141) till December 31, The further information provided in the self-assessment report is in compliance with in compliance with the requirements with the regulations of the Cabinet of Ministers of the Republic of Latvia contained in the Procedure of accreditation of higher education institution s, colleges and programs of higher education (regulation No 821, , prot. Nr. 50, 46 ), as well as the regulations of the Cabinet of Ministers of the Republic of Latvia (No 348, prot. Nr ), indicating in clause 12, that word combination professional program should be substituted by short-cycle professional program The aim and tasks of the study program The Aim To prepare the Teacher-Speech Therapist able to explore, comprehend and support children with speech/language disorders at the age of pre-school and at early school age, ensuring a purposeful correction of deficiencies and opportunities of wholesome education acquisition. Tasks To facilitate students acquisition of academic and professional knowledge and skills for work with children with speech/language disorders; To encourage motivated and creative application of theoretical knowledge in logopedic development-correctional work with children of pre-school and early school age; To activate students scientific research developing practical notes necessary for Teacher-Speech Therapist s work, summarizing heterogeneous practical materials (creation of Speech Therapist s working folder), developing graduating work. In the accounting period the aim and tasks of the program have not changed Matriculation conditions The study program Teacher-Speech Therapist can be applied for by the citizens of the Republic of Latvia and residents with professional higher pedagogic education or academic bachelor degree and professional pedagogic education or professional bachelor degree and professional pedagogic education. It is preferable to have a reference from the place of employment regarding the experience of pedagogic work. 8

9 1.3. Requirements for the acquisition of qualification To acquire a 5 th level higher education professional qualification Teacher-Speech Therapist the following requirements have to be observed: To implement the study program plan in full amount; To timely and successfully pass tests and examinations, as well as carry out three practices scheduled by the program, acquiring the skills necessary for Teacher- Speech Therapist s work organization, prophylaxis and development correction; To pass state examination Speech therapy at pre-school and primary school (practical part); Work out and successfully defend graduating work Results obtained in the terms of knowledge, attitudes and skills In terms of knowledge, skills and attitudes in the study process certain correlations are implemented. The amount of acquired knowledge in theoretical, professional specialization and fee choice courses (knowledge in speech therapy special pedagogy interdisciplinary sciences) provides an opportunity to develop a scientific research basis determining the possibilities of Teacher-Speech Therapist to help the child with speech/language disorders. In the course of studies the future Teacher-Speech Therapist acquires a child-centered attitude. The child with speech/language disorders is not considered to be an object of influence (the orientation is towards the symptoms of speech/language disorders and their corrections) but rather a rightful and valuable partner in relationships child, schoolchild speech therapist in pedagogical process. On the basis of the principle of ontogenetic inheritance working with a child with speech/language disorders Teacher-Speech Therapist develops a differentiated attitude working with children in pre-school and early school age. The child with speech/language disorders is viewed from the point of view of wholesome development (holistic approach). It means that the attitude of Teacher-Speech Therapist is determined the needs (including special ones), interests and particular age group of the prospective personality. Speech therapist as a teacher of special education acquires certain special skills: o Strategically and analytically orientate oneself in pedagogy and speech therapy; o To select and use suitable approaches for a deeper research of the child with speech/language disorders; 9

10 o To make conclusions about the primary speech/language disorders, analyze and differentiate them from secondary ones (in case of other development disorders); o To develop prophylactic and development-correctional activity plan for children groups with speech/language disorders; take part in team work (medical worker, teachers of different profiles, psychologist), helping the child whose speech/language disorders determine his/her special needs; o Collaborate with parents for prophylaxis and prevention of children s verbal deficiency. 2. Organization of the study program 2.1. The change of study program structure in the course of self-assessment Taking into consideration the expert conclusion of the Accreditation Commission of 2006 as well as students recommendations, with the aim of study process improvement in 2007/2008 academic year the following changes have been made to the structure (see Table 1): Changes to the program structure in 2007./2008.academic year Basic theoretical courses in the field of studies Credit points Professional specialization study courses The physiological basics of 2 The physiological basics of speech anatomy speech anatomy Introduction to neuropathology 2 Introduction to neuropathology Development psychology 2 Information and communication 2 technologies Optional courses The collaboration of family and ore-school education institution in the processes of social change Credit points 3 Table 1 Credit points 2 State examinations Credit State examinations Credit points points Graduation work 8 Graduation work 10 Theory of Speech therapy Part 1 Basic theoretical courses in the field of studies (15 credit points) - The physiological basics of speech anatomy 2 credit points Introduction to neuropathology 2 credit points Part 1 was transferred due to its specific nature to the part of Professional specialization study courses (27 credit points). Instead of the mentioned courses new study courses are introduced: 2 10

11 Development psychology 2 credit points Information and communication technologies 2 credit points Part 2 Optional courses (2 credit points) a new course is introduced for students to have a wider choice: Collaboration of family and pre-school educational institution in the processes of social change 2 credit points. Part 3 State examinations (12 credit points) - Theory of speech therapy (2 credit points) included in the development of the graduating paper, the latter amounting to 10 credit points (15 ECTS) (instead of 8 credit points (12 ECTS)). As a result of these changes the precised amount of the program is 72 credit points (108 ECTS) instead of the former 68 credit points (102 ECTS) (see Annex 5) Compliance of the study program s plan to the aims and tasks of the academy The goal and tasks of the short cycle program at Riga Teacher Training and Educational Management Academy is determined by the Regulations by the Cabinet of Ministers of Republic of Latvia No 481 ( ), Regulations on the second level professional higher education state standard, as well as RTTEMA guidelines intelligence, competence and professionalism. The high intelligence coefficient of the future teacher-speech therapists is determined by the previously acquired higher pedagogic education. As the students information level alongside with the understanding of facts in special pedagogy, namely its sub-sector speech therapy is rising and being in a positive social and cultural environment, also students intelligence grows and improves. The graduates of Riga Teacher Training and Educational Management Academy, Teachers-Speech Therapists, compete successfully on the labor market of Latvia. Students with a high scientific potential are promoted to studies at master s level which gives a considerable input in the development of education quality. In the course of studies Teacher-Speech Therapist s competence is developing successfully. It is based on: Theoretical knowledge about speech/language disorders, reasons of their origin, possibilities to avoid child s difficulties expressing him/herself, reading, writing; Ability to subject to this goal a specially organized development-correctional study environment, choosing the methods of purposeful correction, approaches and abilities 11

12 with own personality to create a positive attitude towards the child and the activity of correction process on the whole; The professionalism of Teacher-Speech Therapist is build up by knowledge high-level abilities positive attitude experience working with the child with special needs. The future Teacher-Speech Therapist starts to acquire the pedagogic experience in pedagogic practice included in the program, in collaboration with professional Speech Therapists-practitioners. Intelligence, competence, professionalism are implemented in full amount only un reallife activities of the Teacher-Speech Therapist The mechanism of internal quality of the study program Quality-centered study program assessment is determined by a number of conditions: Quality assessment can be implemented in the course of program implementation in various types of activities (pedagogic practice, work organization); The quality is requested by students as primary consumers of professional higher education; Quality-oriented study program work organization is closely connected with the wish of specialists (Speech Therapists-practitioners, teachers) to improve their professionalism; Taking into account all the afore-said the mechanism of ensuring the quality of the study program can be characterized in the following way: The dynamics of study program development is reflected in the annual selfassessment report; The changes in the study program are discussed by the program director with the lecturers involved in the program. They are analyzed at the meetings of the Department of Pre-school Education, confirmed at the Board meetings of the Faculty of Pedagogy and Study Council. Using regular students surveys student participation in the study process improvement is implemented. Students assess work organization, material technical provision, lecturers theoretical contribution. They have the opportunity of expressing their opinions to the lecturers of the study courses, program director and the administration of Riga Teacher Training and Educational Management Academy. Employers and speech-therapists-practitioners are actively involved in program assessment and improvement. Starting practice in speech therapy students have a meeting with the head of the institution, teachers, mentors (speech therapists) who enroll the students in practice. Summarizing what has been acquired in practice 12

13 students attitude, abilities acquired, skills in the work with children with speech/language disorders, as well as the ability to connect knowledge with development-correctional activities on the whole are assessed. Proposals are expressed for the improvement of the organizational and content unity of the parts of the study process. 3. Implementation of the study program 3.1. Implementation of the study program in practice The Professional master study program Dance Pedagogy has been developed in compliance with the Regulations by the Cabinet of Ministers of Republic of Latvia No 481 ( ), Regulations on the second level professional higher education state standard, the Law on professional education (Saeima of the Latvian Republic, ), the Regulations by the Cabinet of Ministers of Republic of Latvia No 347, ), Regulations on the requirements towards pedagogues education and professional qualification. Implementing the study program (see Annex 6) students acquire study courses, realize study practice, pass state examinations (see Table 2). Table 2 Parts of the study program and their amount in credit points Parts of the study program Credit points Basic theoretical courses in the field of studies 15 Professional specialization study courses 27 Practice 16* Optional courses 2 State examinations 12 Total 72 * - previously acquired pedagogic practice confirmed by educational documents and a reference regarding student s pedagogic activities (see Annex. 9) is recognized as in-depth pedagogic practice in the amount of 10 credit points (15 ECTS). The total amount of practice is 26 credit points (39 ECTS). Basic theoretical courses in the field of studies (3 credit points (4,5 ECTS), The basics of rhetoric (2 credit points (3 ECTS)), The methods of pedagogic research (2 credit points (3 ECTS)), Special pedagogy (2 credit points (3 ECTS)), The contemporary Latvian standard language (2 credit points (3 ECTS)), 13

14 In the accounting periods this part is supplemented by the following study courses: Development psychology (2 credit points (3 ECTS)), Information and communication technologies (2 credit points (3 ECTS)). Professional specialization study courses The physiological basics of speech anatomy, pathology (2 credit points (3 ECTS)), Introduction to neuropathology (2 credit points (3 ECTS)), In the accounting periods these courses are transferred from the part of Basic theoretical courses in the field of studies: Speech therapy in pre-school (9 credit points (13,5 ECTS)), Speech therapy in primary school (9 credit points (13,5 ECTS)), Logorhythmic (2 credit points (3 ECTS)), Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics (3 credit points (4,5 ECTS)). Optional courses Children s literature (2 credit points (3 ECTS)) or The basics of bilingual education (2 credit points (3 ECTS)), or In the accounting periods this part is supplemented by the following study course The collaboration of family and ore-school education institution in the processes of social change (2 credit points (3 ECTS)). State examinations The examinations include 2 parts with independent assessment: Speech therapy in pre-school and primary school (practical part, (2 credit points (3 ECTS)), Graduating work (10 credit points (15 ECTS)). The study plan of program Teacher-Speech Therapist can be found in Annex 6. The following structural units take part in the realization of the study plan: The Department of School Pedagogy, The Department of General Pedagogy, The Department of Languages, The Department of Instrument playing, The Department of Informatics and Sciences, The Department of Pre-School Pedagogy. A significant part in program implementation is reserved to pedagogic practice. Regulations on pedagogic practice (see Annex 12) indicating the goal, tasks, structure, organization and administration of the practice have been developed. The study process us made up of three types of study practice: 14

15 1. study practice (observation, active) (1 st study semester) 3 weeks in a pre-school education institution (3 credit points) and 3 weeks in a school speech therapy point (3 credit points). The mentioned aim of practice is to give the student an opportunity to introduce to the microsocial environment where the learning and educating process of the child with speech/language disorders takes place; to Teacher-Speech Therapist s duties, responsibility in regards to the child with special needs; to work organization PII/primary school speech therapy point; as well as to research the child s speech. The first week is implemented in a specific way: the day of the student is divided in the following way: 4 hours in the first part of the day students work in teams (5 hours a day) with speech therapists in a special education institution; 4 hours in the afternoon are spent in school speech therapy point. Thus a possibility is created for 20 students to simultaneously go deep into speech therapist s development-correctional specific activities. It is ensured by 5 speech therapists-practitioners. Alongside with knowledge, skills and attitudes students acquire a vision about Teacher-Speech Therapist as an intelligent and competent professional. The second (active) practice (2 nd study semester) 3 credit points of PII and 3 credit points at school speech therapy point. The aim of practice is to acquire the skill to actively take part in PII and school speech therapy point with children with speech/language disorders, performing development and speech research in on the whole as well as organizing correction work. Second study (independent, active) practice (4 th semester) 4 credit points PII or 4 credit points at school speech therapy point. The aim of practice is to acknowledge the skill to work independently in cooperation with a speech therapist in one of educational institutions, implementing professional, organizational and development-correctional work preventing speech/language disorders. A positive assessment of pedagogic practice is one of the criteria for the acquisition of professional qualification. Pedagogic practice is implemented in different educational institutions: - Riga Kurzeme suburb special PII Riekstins, Riekstu Riga Kurzeme suburb special PII No 2, Vecumnieku 7. - Riga Zemgale suburb Lower secondary school of Fr.Brivzemnieks, Zellu 4. - Riga Kurzeme suburb special PII No 55, Slokas Riga Kurzeme suburb special PII No 34, Kandavas 4/6. In the accounting period agreements of ensuring pedagogic practice with two PII have been concluded additionally: 15

16 Riga Kurzeme suburb PII Kristapins, Kristapa 39. Riga Kurzeme suburb PII, Ro No 199, Rdodendru 6. Kuldiga special PII Bitite, Parka 22. (The agreements with the educational institutions are found in Annex 8) Study methods and forms employed Implementing the program the lecturers of Riga Teacher Training and Educational Management Academy use different methods (working forms) to achieve the aims set, to complete concrete tasks in the study process: Lecture conversation discussion; lecture brainstorm; Team work practical work; team work consultation; team work independent; team work study-learning visit to a special education institution; Project wok individual work; Seminar accumulation of values; seminar practice conclusion; Creative seminar test in summarizing and analyzing literature in a foreign language; creative seminar report; creative seminar presentation; Report individual work assessment Study achievement assessment system (justification of assessment methods selection and analysis of results) Study achievements are assessed by 10-grade scale. The assessment of students achievements is implemented in each study course according to the study course descriptions developed by lecturers (see Annex 3). The assessment system on the whole is based on the following criteria: Skill: - To use theoretical knowledge, assess and analyze the data acquired; - To work in a team speech therapist, teachers of different profiles, psychologist, parents; - To implement research, summarize, process research data; - To plan, organize development-correctional work with children with speech/language disorders; - To use varied study, education and information technologies to implement pedagogic activities. Assessing students achievements lecturers take into account the specific character of adults (part-time students) learning. In the study process of adults the following things are taken into consideration: 16

17 - Adults are self-motivated to acquire new knowledge, skills, improve qualification. Motivation is most often based on an explicit sense of necessity namely the teacher wants to help children having difficulties with expression, reading and writing; - Students base upon vast experience therefore they want their experience to be purposefully orientated towards action; - Adults refuse from mechanic memorizing, search for logic correlations enabling to generalize and solve problems with an accelerating degree of difficulty. Alongside with the studies students attitude towards time management changes. In part-time studies 1 credit point (1,5 ECTS) corresponds to 40 working hours, 8 of each are meant for contact classes, while 32 hours are meant for students individual work. Lecturers in program Teacher-Speech Therapist pay a special attention to the assessment of reports, presentations, discussions, individual tests, the stock of materials, projects etc., confirming the positive results of students independent activities. In the accounting period requirements towards the development of Teacher-Speech Therapist s working folder were improved (theoretical, practical, methodic part). The significant elements of the assessment system are state examination Speech therapy in pre-school and primary school (practical part) where in a class of speech therapy correction the student demonstrates his/her professional competence; development and defense of the graduating work Research activities of the academic staff involved in the study process and students Lecturers and students significant common work is the development and defense of graduating work. The graduating work is a significant scientific research work in speech therapy in which the student according to the chosen topic works out the scientific apparatus; summarizes, analyzes the opinions of different authors to elaborate the theoretical part of research; uses the accepted theoretical arguments and criteria for the practical part of the research; assesses the research results in a short and laconic way. In the accounting period 63 graduating papers have been developed and defended. Students select topical research themes connected with their work at pre-school and school. The most frequently encountered themes in research are: Sound pronunciation disorders, their correction 20 papers (31.7%). Correction if insufficient development of language system 15 papers (23.8%). Stammering 1 paper (1.6%). Exercises, games, plays as means of correction in the prevention of speech/language disorders 9 papers (14.2%). 17

18 The cooperation of teacher and speech therapist 2 papers (3.2%). The cooperation of speech therapist and parents 2 papers(3.2%). Correction of reading and writing disorders 14 papers (22.3%) All students have received a positive assessment of the State examination commission. Students have an opportunity of participating in scientific conferences both as research coauthors and with independent articles at RTTEMA Young scientists annual conference. The cooperation of academic staff and students is in a significant way influenced by lecturers scientific research. The major trends of lecturers research in 2007/2008 academic year are the following: I.Lace The actualization of the necessities of multicultural society in pedagogic environment. S.Geikina The art of speech in the context of speech therapy. S.Tubele Diagnosis and possibilities of correction of speech and language disorders of younger schoolchildren. V.Kuzina The opportunities of enriching children s word-stock at pre-school and primary school. J.Porozovs Health problems of pre-school age children and diagnostics of early brain function. I.Miltina Students research trends in the context of speech therapy. I.Habarova Pedagogic diagnostics of children s with speech/language disorders. J.Kolesnika Reading disorder, their diagnostics at an early school age. G.Grigorjeva The facilitation of children s emotional development at a special preschool education institution. V.Ursulska Literature in the pedagogic process at pre-school. T.ZīriĦa The hyperactive child a child with special needs in the pedagogic process. I.Urpena The virtual education environment, e-studies. V.Romenkova The psychological basis of children s speech correction. M.Sile Various aspects of child development at pre-school and primary school. O.Pavlovs The organization of pedagogic process at pre-school and primary school. Z.Anspoka Work with children of ethnic minorities in the facilitation of language change. R.Purmale Family and child s education. 18

19 4. Comparison of the study program with similar study programs of other higher education institutions in Latvia and abroad The study program Teacher-Speech Therapist has been developed for a number of years. 1998/1999 academic year is considered to be the year of its development beginning. It was when students in the program of Pre-school teacher acquired a specialization course in speech therapy. In the academic years the specialization of speech therapy was included in the program of Pre-school teacher. In the course of further development the specialization program of Speech therapy at pre-school and primary school has been supplemented, improved, expanded and transformed into Second level short cycle professional study program Teacher- Speech Therapist ( ) subjected to licensing ( , license No ) and accreditation ( , accreditation decision No 1031). Speech therapy is a branch of pedagogy therefore the primary role in the study process classifying speech/language disorders is assigned to the pedagogic psychological direction (not ignoring the clinical aspect). Taking into account the afore-said a lot of similarities could be found in the program of Teacher-Speech Therapist provided by Rezekne higher education institution, University of Latvia, Riga Teacher Training and Educational Management Academy, Liepaja Pedagogical Academy. The comparison of study programs of Latvian higher education institutions Rezekne higher education institution (AR), University of Latvia (LU PPIC), Riga Teacher Training and Educational Management Academy (RTTEMA), Liepaja Pedagogical Academy (LPA); foreign higher education institutions Schweizer Rohrschach hochschule (SRA), University of Freiburg (FU) is to be found in Table 3. Comparison criteria Length of studies (years) Amount of the program (Credit points) Amount of (Credit points) Comparison of study program Teacher-Speech Therapist among Latvian and foreign higher education institution LPA RA RTTEMA LU PPIC ŠRA FU 3 2,5 2 2,5 3 3, ( Credit points) Table 3 19

20 Entry requirements General education study courses Professional specialization courses State examinations (VP), graduating work (D) Qualification awarded Professional higher pedagogic education or medical education Professional higher pedagogic education Professional higher pedagogic education or degree of academic bachelor and professional pedagogic education or degree of professional bachelor and professional pedagogic education Professional higher pedagogic education or professional higher medical, psychological or social pedagogic education Basic theoretical courses in the field of studies Included in all the course of the studies State examinations, graduating work Teacher-Speech Therapist Pre-school teacher or lowersecondary school teacher or vocational education teacher with a long work experience Speech Therapist Higher pedagogic education Speech Therapist Similarities: All programs offer courses of general education and professional specialization. State examinations and graduating work development is included in al programs. Differences: The length of the studies in Latvian and foreign higher education institutions 2; 2,5; 3; 3,5 years. Amount of credit points 68, 80, 111, 120, 140. Matriculation conditions. Amount of practice programs of Latvian higher education institutions 26 credit points, foreign higher education institutions SRA 60 credit points, FU 70 credit points. Qualification awarded by Latvian higher education institutions is Teacher-Speech Therapist, meanwhile at the foreign ones Speech Therapist. The dominant brought forward at RTTEMA in the program Teacher-Speech Therapist is the aspect of speech and language disorder; similar aspects are stressed at SRA, LPA, RA, LU PPIC, while at foreign higher education institutions (FU) the dominant is the clinical classification of speech and language disorders Compliance of the study program with the Standard of higher professional education and the profession The study program Teacher-Speech Therapist is worked out in compliance with RTTEMA Regulations on the implementation of study practice in full-time and part-time studies, observing the Law on Education, the Law on Higher Education Institutions, as well as the requirements of the instructions of the Ministry of Education and Science of the Republic of Latvia. 20

21 Teacher-Speech Therapist s professional standard is based on the professional standard by the Ministry of Education and Science of the Republic of Latvia Teacher ( , instruction No 116) and model regulations of teacher-speech therapist s work at general education institutions ( , instruction No 146) (see Annex 10). The acquisition of general pedagogic competences is ensured by the offered basic theoretical courses in the field of studies: Topical issues in pedagogy (3 credit points (4,5 ECTS), The basics of rhetoric (2 credit points (3 ECTS)), Methodology of pedagogic research (2 credit points (3 ECTS)), special pedagogy (2 credit points (3 ECTS)), Contemporary Latvian standard language (2 credit points (3 ECTS)), Development psychology (2 credit points (3 ECTS)), Information and communication technologies (2 credit points (3 ECTS)). The acquisition of specific competences is ensured by the offered professional specialization study courses: The physiological basics of speech anatomy, pathology (2 credit points (3 ECTS)), Introduction to neuropathology (2 credit points (3 ECTS)), Speech therapy in preschool (9 credit points (13,5 ECTS)), Speech therapy in primary school (9 credit points (13,5 ECTS)), Logorhythmic (2 credit points (3 ECTS)), Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics (3 credit points (4,5 ECTS)). The courses offered enable the students to acquire all commonly accepted specific knowledge and skills required by Teacher-Speech Therapist. - Adapt study programs for children with speech/language disorders; - Recognize, observe, study the child s with speech/language disorders specific features of development; - Implement individual correction work to prevent children s difficulties of expression; - Facilitate the social and pedagogic integration of children with speech/language disorders. The link between theoretical knowledge and practical activities is ensured by pedagogic practice. (The results attained in the acquisition of knowledge, skills and attitudes are reflected on page 9, chapter 1.4.) The study program Teacher-Speech Therapist was positively assessed by the representative of the Ministry of Education and Science of the Republic of Latvia, G.Vasilevskis ( ), director of Adults Pedagogic Education Centre of the University of Latvia A.Steinbega ( ), director of sub-direction of the program Teacher, the program Teacher-Speech Therapist of the University of Latvia, S.Tubele ( ) Employers conclusions about graduates employment for the coming 6 years An important condition for the strategic development of the study program, its improvement, are the reference of employers. Employers underline that in general education institutions the 21

22 number of children with speech/language disorders constantly grows; their expression difficulties are not connected with organic disorders of central nervous system (this data does not appear in the medical documents of children). Therefore children attend general education institutions (pre-school, school) and their special needs in the area of language development are successfully corrected by Teacher-Speech Therapist. However the limited number of specialists does not completely ensure timely support for pre-school children, which in its turn cause difficulties at school. An increased demand, necessity for Teacher-Speech Therapist, quite often make the employer take action, namely, encourage his/her employees-teachers acquire additionally the qualification of Teacher-Speech Therapist. Quite often employers, observing student s achievements in pedagogic practice, invite desirable specialists to their education institution. Employers representing education of minorities also positively evaluate courses acquired by students in the field of professional specialization. Students are prepared for developmentcorrectional work with minority children whose special needs are defined by their speech/language disorders. Recommendations of employers: To acquire more successfully the skill of prospective work planning in the frames of the team (Teacher-Speech Therapist parents); To organize seminars for the employees of pre-school and school education institutions, parents in the area of speech/language disorders more often; To implement the cooperation of pre-school Teacher-Speech Therapist with the head of the speech-therapy point of the borough. 5. Students 5.1. The number of students in the program The number os students / / / / / /2009. Diagram 1 The number of students in the program Teacher-Speech Therapist 22

23 The study program Teacher-Speech Therapist is implemented since its licensing (see diagram1). It is demanded, which is justified by the stable number of students and an increase in 2007/2008 academic year in part-time studies: 44 students started studies at the first year and will graduate in 2008/2009 academic year The number of the students matriculated in the first year In 2005./2006. academic year matriculated 28 students In 2006./2007. academic year matriculated 40 students In 2007./2008. academic year matriculated 44 students 5.3. The number of graduates In 2006./2007. academic year 25 students In 2007./2008. academic year graduate 38 students (see Diploma supplement in Annex 4) Student surveys and their analysis With the purpose of improving the study process students surveys are implemented (see Annex 11). It provides data on; Factors influencing students choice of the program; Organization and technical provision of the study process; Observation of the principles of democracy; The quality of lecturers work; Students opportunities on labor market. I. Factors influencing students choice of the program 59% of respondents have chosen this program by themselves; 27,7% - per advise of friends or acquaintances; because of job proposal 3,8%. II. Organization and technical provision of the study process Students are offered 5 criteria assessed by 4-grade scale (4 very good, 3 good, 2 satisfactory, 1 poor): choice to study at RTTEMA very good 86.4 % good 13.6 % satisfactory 0 % poor 0 % Ĝoti labi labi apmirinoši vāji 23

24 the content of the study program very good 72.7 % good 18.2 % satisfactory 9.1 % poor 0 % planning and organization of classes very good 59.1 % good 40.9 % satisfactory 0 % poor 0 % Ĝoti labi labi apmirinoši vāji Ĝoti labi labi apmirinoši vāji the technical condition and equipment of lecture-rooms very good 13.6 % good 59.2 % satisfactory 13.6 % poor 13.6 % Provision of literature, study aids, hand-outs and other methodic aids very good 40.9 % good 45.5 % satisfactory 4.5 % poor 9.1 % the possibility of using the computer class and internet very good 40.9 % good 45.5 % satisfactory 13.6 % poor 0 % III Observation of the principles of democracy Students admit the possibility of participating in the improvement of the study process but they do not use them (77.2%), only 22.8 % actively implement their rights. In the study process an important role is devoted to the cooperation of administration and program director. cooperation with program director cooperation with administration very good 68.2 % very good 59.2 % good 31.8% good 31.8 % satisfactory 0 % satisfactory 9 % Ĝoti labi labi apmirinoši vāji Ĝoti labi labi apmirinoši vāji Ĝoti labi labi apmirinoši vāji 24

25 poor 0 % poor 0 % IV. The quality of lecturers work Students approve of lecturers professional competence, ability to arouse interest, explain the material and objectivity in knowledge assessment. Lecturers are expressed gratitude for the attitude towards students, sharing experience and humaneness. V. Students opportunities on labor market Will have no problems finding a job 40.9 % Will have problems finding a job 4.5 % Already working in the field 45.5 % Will not work in the field but will rather use the knowledge acquired provide consultations 9.1 % Students are content with the choice of studying in the program Teacher-Speech Therapist. Students are also satisfied with program content, planning of lectures and their organization, as well cooperation with program director. Individual students have objections to the provision of literature and the technical equipment of lecture-rooms. (It is possible to get acquainted with the results of the surveys at the office of the Faculty of pedagogy) 5.5. The surveys of graduates and their analysis In the accounting period graduates work in institutions of general and special pre-school education, schools and speech therapy centers. Graduates approve of: Theoretical knowledge acquired during the studies; Practical notes; structural plans for the correction of insufficient development of language system; card file of sound pronunciation testing; Teacher-Speech Therapist s working folder, which make up the practical basis of the beginning of wok of the speech therapist; Acquired skills and attitudes for a successful cooperation with parents and teachers; Knowledge in the questions of pre-school and primary school succession enabling a deeper research, analysis and differentiation of speech/language primary disorders, secondary derived stratification in the personality development. Graduates suggestions for the improvement of the study program: to use more of modern technologies, pay attention to the organization of cooperation among various specialists. (See the Survey in Annex 11. The results are to be seen at the office of the Department of Preschool Pedagogy.) 25

26 5.6. Participation of students in the development of the study process Part-time students have the opportunity to take part in the activation of the study process and development facilitation. Students with their proposals and suggestions may approach the Students Parliament, the Board of the Faculty of Pedagogy, Study Council and the Senate of Riga Teacher Training and Educational Management Academy. Thus students are able to influence the consideration of decisions and decision-making. 6. Assessment of the academic staff employed in the study program 6.1. The number of the academic staff Academic staff involves in program implementation Department Working place Name and surname of the lecturer, scientific degree Languages Place of primary Viktorija Kuzina General pedagogy Sciences and informatics election Place of primary election Place of primary election Place of primary election Guest lecturer Place of primary election Dr. phil. prof. OĜegs Pavlovs Dr. phil., doc. Inguna Lace Mg. paed., doc. Silvija Geikina Mg. paed.., lect. Sarmīte Tūbele Dr. paed., doc. Juris Porozovs Dr. biol., assoc. prof. Study course lectured The contemporary Latvian standard language The methods of pedagogic research Topical issues in pedagogy The basics of rhetoric Special pedagogy Speech therapy in pre-school Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics The physiological basics of speech anatomy, pathology Introduction to neuropathology Table 4 Pre-school pedagogy Place of primary election Place of primary election Place of primary election Place of primary election Guest lecturer Guest lecturer Inese Urpena Mg.ing.lect. Tija ZīriĦa Dr.psych.assoc.prof. Valentīna Romenkova Dr.psych.doc. Irena Miltina Mg. paed., lect.. Vladislava UršuĜska Mg. paed., doc. Rasma Purmale Mg.paed.lect. Irina Habarova Mg. paed., lect. Information and communication technologies Special pedagogy Special pedagogy Speech therapy in pre-school Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics Children s literature The basics of bilingual education The collaboration of family and ore-school education institution in the processes of social change Speech therapy in pre-school Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics Logorhythmic 26

27 School pedagogy Instrument playing pedagogy Guest lecturer Guest lecturer Place of primary election Place of primary election JeĜena KoĜesnika Mg. paed., lect. Ginta Grigorjeva Mg. paed., lect. Zenta Anspoka Dr.paed. prof. Maruta Sīle Dr.paed., assoc.prof. Speech therapy in primary school Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics Logorhythmic The basics of bilingual education The methods of pedagogic research 6.2. The qualifications of the academic staff and their compliance with the implementation of the aims and tasks of the division The study program is implemented by 17 lecturers (see Annex 1). 11 working in place of primary election (65 %), 6 guest lecturers (35 %). Lecturers with doctor s degree and master s degree are involved in program implementation: 8 doctors (47%) and 9 masers (53%) one of them being a doctorate student. It fully corresponds to the specific nature of the program, the implementation of its aims and tasks. In the accounting period the number of doctors and doctorate students involved in program implementation has increased (in 2006 S.Tubele acquired the degree of doctor in pedagogy) (I.Lāce LPA 2007./2008. academic year) The academic staff selection, renovation, training and development policy In the implementation of the study program lecturers with appropriate education and qualifications are involved; also speech therapists-practitioners who work in institutions of general and special education for a long time at pre-school/school. Lecturers are actively involved in research, improve their experience, knowledge in different seminars, courses, conferences, develop study materials, including text books, as well as lecture courses for working teachers and speech therapists. As speech therapy is an inter-disciplinary field of studies, the directions of research and methodic work can be divided in a number of groups: pedagogy, speech therapy, medicine and linguistics. In the accounting period lecturers involved in the study process have taken part in: Scientific conferences, Development of scientific projects, Development of programs and publications (books). Pedagogy Projects: in the project of State language agency (4 9/6) Development of methodic aids of the Latvian language for pre-school teachers to work with minority children attending classes of Latvian language (2005.). (Z.Anspoka) 27

28 Researcher in Latvian Council of Science-financed project Pedagogy in Latvia in post-soviet period: comparative analysis (2005.) (I.Jurgena) Scientific conference: LVAVA Scientific methodic conference Integration of content and language a way to qualitative education presentation Text for the acquisition of different study courses in lower secondary school (2005). Conference of Erasmus coordinators Eracon 2005 presentation Students and Teachers Mobility in RTTEMA. Discussion organized by the Ministry of Education and Science of the Republic of Latvia and publishing house RaKa Lower secondary school, forms 1 6 (discussion materials published in magazine Teacher 2005., No 50) (Z.Anspoka). Publications (books): Introduction to special pedagogy (S. Tubele). Medicine Development of scientific projects: ( ): The specific features of neuro-physiological development of brain in pre-school age children and computerized express diagnostics (J. Porozovs). Speech therapy Scientific conference: Riga, Tartu: Diagnostics of reading disorders, possibilities of correction (S. Tubele). Publications (books): If the schoolchild makes mistakes in writing. (S. Tūbele, J. Lūse). Assessment of schoolchildren s speech development (S. Tūbele). Sound pronunciation disorders (I. MiltiĦa). Linguistics Scientific conference: (Liepaja, Riga): The solution of questions of cultivated language in legal acts; the place of the Latvian language in value education (V.Kuzina). Publications (books): The basics of rhetoric (S.Geikina); The specific linguistic features of age groups in Latvia: linguistic, social and cultural aspects (S.Tūbele). The study aid of the Latvian language for pre-school education teachers (V.Ursulska and others). Courses for working teachers and speech therapists are lectured by the following lecturers: T.ZīriĦa, S.Tūbele, I. Habarova, I. MiltiĦa, V. UršuĜska, G. Grigorjeva and others. In the improvement of academic staff qualification a great attention is paid to long-term cooperation with: Latvian association of speech therapists (LLA); Publishing house RaKa, joint-stock company Educations soĝi. A more detailed information on the participation of teachers in projects and business research can be obtained in the CV of each lecturer (see Annex 2). 28

29 7. Financial resources and provision of infrastructure The implementation of the study program takes place in the premises of Riga Teacher Training and Educational Management Academy, Imantas 7.linija both full- and part-time. RTTEMA has developed a stable basis of study process provision. The premises are located at Imantas 7.linija. The building area of RTTEMA is 1628 m2; the study premises are 1053,54 m2 in area. An important role in the provision of the study process is devoted to RTTEMA library. Students have access to the reading hall with the capacity of 70 places and 15 computers of free access. The library is regularly supplemented by literature on special pedagogy, speech therapy and linguistics which is very important for the implementation of the study program (see Table 5). Table 5 Book stock for the implementation of the study program Teacher-Speech Therapist Field of studies Book stock 2005./ /2008 academic year academic year 1. Pedagogy - special pedagogy, defectology, education of special social groups etc. 2. Children s literature, folklore Rhetoric Latvian language Medicine anatomy, physiology, neuropathology etc TOTAL: As in the accounting period the program has been supplemented by the study course Development psychology book stock has also been with corresponding literature: Special psychology 1920 Development psychology 520 Children psychology 1890 books. Students have the possibility of using the methodic room of the Faculty of Pedagogy, which offers: Pedagogic, psychological and special literature; Samples of speech therapist s working folder; Summarized students research activities; dictionaries; 29

30 periodicals («Дошкольное воспитание», «Дошкольная педагогика», «Дефектология», «Логопедия», «Воспитание детей с отклонением в развитии»), study films. (One can be introduced to the materials of the scientific methodic room at the Department of Pre-school Pedagogy.) Kuldiga The implementation of the program is planned in Kuldiga, Kalna 11, total area m 2 with 11 class-rooms m 2, 2 office rooms 72.5 m 2. Book stock for the implementation of the study program Teacher-speech therapist Area of studies 2007/2008 academic year 1. Pedagogy special pedagogy, defectology, education of 111 special social groups etc. 2. Children s literature, folklore Rhetoric 7 4. Latvian language Medicine - anatomy, physiology, neuropathology etc. 4 TOTAL: 180 Provision of the study process 2007/2008 academic year TV 1 Video 1 Overhead projector 3 Screen 11 Radio tape recorder 4 Music centre 2 Xerox 1 Fax 1 Beamer 1 At RTTEMA library the following periodicals are available: magazines, newspapers, EBSCO database, APGOLD database, containing the information useful for the process of program acquisition. 30

31 To facilitate students provision with special literature for the acquisition of speech therapy courses, a process has started creating literature folders summarizing information and periodicals on speech therapy and special pedagogy which are not found in the library. One can be introduced to the materials of the scientific methodic room at the Faculty of Pedagogy; students use them to carry out individual research and development of graduation papers. For the realization of the study process there is certain technical provision: computer rooms equipped with Intel Pentium and Celeron processors, licensed software and Internet connection, local network and internet connection providing high-speed stable and high level security RTTEMA intranet UBN (united business network), IS contains a registry of study programs and courses, students, employees, financial control and administration is introduced. Software necessary for the study process is purchased (SPSS, Pascal, Visual Basic), The hall is equipped with stationary presentation equipment beamer, sliding screen, computer, DVD, TV, Internet connection and acoustic system. Actual RTTEMA web page is maintained containing information necessary for students; Students and lecturers most often use data bases ERIC, Academic Search Premier for summarizing and analyzing materials, development of articles and graduation papers. 8. External relations 8.1. Cooperation with employers A successful accomplishment of the program is justified by the graduate s inclusion in the labor market. In quality improvement of the program a great weight is given to the cooperation with employers. Employers: Take part in state examinations qualification exam (practical part) and defense of graduation papers; Ensure the course of speech therapy practice (special pre-school education institution Riekstins ; pre-school education institution No 2, Riga lower secondary school No 34, Riga lower secondary school of Fr.Brivzemnies and others); Ensure working places for the graduates of the program (SPII Riekstins 4 speech therapists, Riga lower secondary school No 34 1 speech therapist, 2.SPII 3 speech therapists and others). 31

32 8.2. Collaboration with higher education institutions in Latvia and abroad In the time of program implementation a creative cooperation with higher education institutions offering similar study programs in Latvia: study program Teacher of special education, University of Latvia (LU PPIC), (director S.Tūbele), study program Teacher- Speech Therapist of Rezekne higher education institution (AR), (director P.Vucenlazdāns), program Speech Therapy of Liepaja Pedagogical Academy (LPA) (director B.Trinīte). The afore-mentioned specialists are involved in lecturing separate study courses, exchange of information and methodic aids. In December 2007 a meeting of directors of Teacher-Speech Therapist programs where a discussion was initiated on the standard of speech therapists basic education elaborated by European association of speech therapists; a report on 2007/2008 academic year, possibilities of acquisition of speech therapist s qualification in Latvian higher education institutions; a statement was specified concerning the existence of two trends on the preparation of speech therapists in Latvia the clinical and the pedagogic ones. An agreement was signed between Rezekne higher education institution and Liepaja Pedagogical Academy regarding students enrolment in case of termination of the program (see Annex 7). In the accounting period lecturers cooperation with a number of foreign higher education institutions has activated. Lecturers took part in common international projects: In the frames of ERASMUS program agreements with Matej Bel University (Slovakia) and Vilnius Pedagogical University (Lithuania), Z.Anspoka lectured on the issues of the didactics of the mother tongue. In the frames of Leonardo da Vinci program cooperation is taking place with a vocation school of the Siki city (Germany) (alternative pedagogy) T.ZīriĦa, I.MiltiĦa. Consumer Citizenship Network Norway, Hedmark higher education institution I.Jurgena. Master on Educational Treatment of Diversity Spain, Madrid University S.Tūbele. Stand und Entwiclung der Sonderpädagogik in Lettland und in der Bundesrepublik Deutschland - Germany, Leipzig University S.Tūbele In 2007./2008. academic year with the support of RTTEMA International office cooperation was founded with Freiburg University (Germany), Moscow State Pedagogical University, Byelorussian State Pedagogical University in the frames of the program Teacher-Speech Therapist. (It is possible to get acquainted with the cooperation letters at the Department of Pre- School Pedagogy). The cooperation experience makes it possible to acquire a new opinion on the planning and implementation of the study program. 32

33 9. The development plan of the study program The implementation of the study program was started in 2004/2005 academic year. Analyzing the accomplished, the necessity for the study program realization became even more obvious. Strengths The study program is developed in compliance with the Standard on the second level professional education, while the program content complies with the standard of teacher s profession and sample regulations on Teacher-Speech Therapist s work. The necessity for the study program is determined by the lack of corresponding specialists on the labor market. Highly qualified academic staff takes part in he implementation of the study program. There is sufficient technical provision to implement the study program. The part-time studies enable students to combine work with studies. The study program enables students with prior higher pedagogic education to acquire the necessary qualification. Increases the prestige of Teacher-Speech Therapist in the educational system. There is a cooperation with Latvian association of speech therapists and publishing houses. Weaknesses Because of the large amount of pedagogic practice (it is well-motivated) students sometimes have problems with the provision of practice places. Little literature stick in Latvian. Insufficient students language skills. Threats The salary of the teacher determined by the state is insufficient therefore many specialists have to take credits. Insufficient provision of practice places. Opportunities To facilitate students interest in scientific research and further education at master s level To promote the findings of students reflected in their graduation papers in periodicals. To develop methodic study aids in cooperation with students. To encourage students and lecturers to use the mobility opportunities offered by ERASMUS program. To continue searching cooperation forms with similar programs abroad. 33

34 Annex 1 Information on lecturers election period and basic employment place 34

35 No Information on lecturers election period and basic employment place and scientific degree Scientific degree, position Lecturer Period of election Department Lecturers with doctor s degree 1. Dr.paed., prof. Z.Anspoka School pedagogy Place of primary election/ guest lecturers Place of primary election 2. Dr.phil., prof. V.Kuzina Languages Place of primary 3. Dr.philol., doc. O.Pavlovs Till election General pedagogy 4. Dr.biol., J.Porozovs Sciences and assoc.prof. informatics 5. Dr.psych., doc. V.Romenkova Pre-school pedagogy 6. Dr.paed., M.Sīle Instrument assoc.prof. playing pedagogy 7. Dr.paed.., doc. S.Tūbele General 8. Dr.psych., assoc.prof. pedagogy T.ZīriĦa Pre-school pedagogy election Place of primary election Place of primary election Place of primary election Place of primary election Guest lecturer Place of primary election Lecturers with master s scientific degree and doctorate students 1. Mg.paed., lecturer S.Geikina General pedagogy 2. Mg.paed., lecturer G.Grigorjeva Pre-school pedagogy 3. Mg.paed., lecturer I.Habarova Pre-school pedagogy 4. Mg.paed., lecturer J.KoĜesĦika Pre-school pedagogy 5. Mg.paed., lecturer I.Lāce General pedagogy 6. Mg.paed., lecturer I.MiltiĦa Pre-school pedagogy 7. Mg.paed., lecturer R.Purmale Pre-school pedagogy 8. Mg.paed., lecturer V.UršuĜska Pre-school pedagogy 9. Mg.ing., lecturer I.Urpena Sciences and informatics Place of primary election Guest lecturer Guest lecturer Guest lecturer Place of primary election Place of primary election Place of primary election Place of primary election Place of primary election 35

36 Annex 2 Curriculum Vitae (CVs) of academic staff 36

37 Personal details Name, Surname Zenta Anspoka Curriculum Vitae Date and place of October 11, birth Adress Rigas raj. p.n. Tīraine CeĜmalas LV 2138 Mobile phone , Education Dates Title of diploma/certificate/ awarded/ Doktor of Pedagogy Qualification obtained Name of the educational University of Latvia establishment Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Master of Pedagogy University of Latvia Philologist, Specialist of the Latvian language and literature Latvian State University of P.Stučka Employment and professional experience Dates Since 1994 Occupation or position /post/ held Since 2005 professor, as. professor ( ), docent ( ), lecturer ( ) Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga school of pedagogy No 1 Type of business or branch Pedagogy Dates Occupation or position /post/ held Senior methodologist Name and address of the employer The Ministry of Higher and secondary education of the Latvian Soviet Republic Office of Scientific Methodology Type of business or branch Pedagogy 37

38 Dates Occupation or position /post/ held Lecturer Name and address of the employer Daugavpils Pedagogical Institute Type of business or branch Pedagogy Dates Occupation or position /post/ held Teacher of the Latvian language and literature Name and address of the employer Riga school of extended day No 2 Type of business or branch Pedagogy Skills Language proficiency/ Skills Language Comprehension Speaking Writing Russian English Computer literacy/skills MS Office, Internet Additional information Courses International Course (292 hours) "Intercultural and bilingual education" (org. the Ministry of Education and Science of the Republic of Latvia and SFL) Further education course for education workers organized by the European Union "Literacy: Challenges and Opportunities" Malta University of Latvia, Course organized by the Faculty of Pedagogy and psychology "The use of technologies in didactics Conferences Siauliai University 5 th scientific Conference Teachers Training in the 21st Century: Changes and Perspectives.- article Latvian Study Content in Multicultural Environment in Latvian School: Some problems and Solutions RTTEMA 3. scientific Conference Theory for practice in contemporary education of the society - article Minority schoolchildren in the classes of the Latvian language in pre-school: some problems and the possibilities of their solution ATEE Spring University International Conference Teacher of the 21st Century: Quality education for Quality Teaching article Cooperation Between Heterogeneous Group of Pupils and Teacher in the Process of Teaching/ Learning Latvian th Nordic Conference on the issues of socio-dynamics in career education (Finland, Jyvaskyla)- article From professional orientation to career education (guidance) Riga Business college. 2 nd scientific practical conference Educational ecology and professional studies - article Students communicative competence and professional studies VIKNA Conference Pedagogues further education: opportunities and challenges PIAA Conference Career development support system: from professional orientation to career education and consultation lifelong - article Study program s career consultant content guidelines Week of European languages-2006 Conference in Riga Erasmus coordinators Conference ERACON 2006 Bolu, Turkey st Congress of Letonika in Riga 38

39 PIAA Conference Provision of career education in the educational system of Europe - article Finnish experience in the preparation of career consultants Bauska region pre-school and primary school teachers methodic conference "Educational reform: problems and their solutions" - articles "Succession in the acquisition of reading and writing skills in pre-school and primary school LVAVA scientific methodic Conference "Integration of content and language the way to quality education"- article "Text for the acquisition of different study courses in lower secondary school " Erasmus coordinators Conference ERACON 2005 in Cyprus article Students and Teachers Mobility in RTTMA Discussion organized by the Ministry of Education and Science of the Republic of Latvia and publishing house RaKa Basic education: forms 1-6 (discussion materials published in the magazine Skolotājs 2005., No 50) Projects Since participant of ESF- and VIKNA-financed project Pedagogues further education in methodic network and development of provision manager of RTTEMA scientific research project Pedagogic heritage in the preparation of teachers. A.Karule s scientific and methodic activities Since participant of a project financed by the Ministry of Education and Science of the Republic of Latvia European Social Foundation and National Program no "Support for the implementation of professional orientation in career in the educational system "Provision of career education in the educational system" State language agency project manager (4-9/6-2005) "Development of methodic aids of the Latvian language for pre-school and primary school teachers to work with minority children attending the classes of Latvian" Publications Scientific articles Anspoka Z. Studentu komunikatīvā kompetence un profesionālās studijas.// RUK zinātniskie raksti.- Rīgā: RUK, lpp. Anspoka Z. Latvian Study Content in Multicultural Environment in Latvian School: Some problems and Solutions.// 5th International Scientific Conference Teachers Training in the 21st Century: Changes and Perspectives.- Siauliai University, p.7 (nodots publicēšanai). Anspoka Z., SiliĦa- Jasjukēviča G. Mazākumtautību skolēni latviešu valodas nodarbībās latviešu mācībvalodas sākumskolā: dažas problēmas un to risināšanas iespējas.// RTTEMA 3. zinātniskās Conferences Theory for practice in contemporary education of the society zinātniskie raksti.- Riga: SIA Ulma, lpp. Anspoka Z., SiliĦa- Jasjukēviča G. Cooperation Between Heteregeneus Group of Pupils and Teacher in the Process of Teaching/ Learning Latvian.// ATEE Spring University Internacional Conference Teacher of the 21st Century: Quality education for Quality Teaching.-Riga, p.10 Monographs Anspoka Z. Latviešu valodas didaktika klasē (nodota publicēšanai izdevniec. Raka, apt. 300 lpp.; manuskripts ieguvis starptautisko Luda BērziĦa prēmiju (2005.) Study aids Anspoka Z. Ābece un lasāmgrāmata 1. klasei. -Lielvārds, lpp. Anspoka Z. Lasāmgrāmata 4. klasei.- Lielvārds, lpp. Anspoka Z. Lasāmgrāmata 3. klasei.- Lielvārds, lpp.anspoka Z., Lanka A., Ptičkina Ā. Latviešu valoda 1. klasei mazākumtautību skolā. Mācību grāmata.-r.: LVAVP, pp. 39

40 Anspoka Z., Lanka A., Ptičkina Ā. Latviešu valoda 2. klasei mazākumtautību skolā. Mācību grāmata.- R.: LVAVP, pp. Anspoka Z., Lanka A., Ptičkina Ā. Latviešu valoda 3. klasei mazākumtautību skolā. Mācību grāmata.- R. : LVAVP, Ipp. Anspoka Z., Lanka A., Ptičkina Ā. Latviešu valoda 1.k1asei mazākumtautību skolā. Darba burtnīca. 1. da1a.- R. : LVAVP, Ipp. Anspoka Z., Lanka A., Ptičkina Ā. Latviešu valoda 1. klasei mazākumtautību skolā. Darba burtnīca. 2. dala.- R.: LVAVP, pp. Anspoka Z., Lanka A., Ptičkina Ā. Latviešu valoda 2. klasei mazākumtautību.methodic aids Anspoka Z. Jasjukēviča- SiliĦa G. Skolotāja un skolēnu sadarbība latviešu valodas stundās etniski neviendabīgā klasē.// Psychology ăimenei un skolai.- Riga: Izdevniecības nams UADŽET, 2006/ lpp. Anspoka Z., SiliĦa Jasjukēviča G. Latviešu valoda mazākumtautību skolēniem mācībvalodas sākumskolā ( klasē).- Lielvārde: Lielvārds, lpp. Seminars the Ministry of Education and Science of the Republic of Latvia, ISECorganized course for the reviewers of scientific study literature Seminar Methods of career consulting Riga (lecturer. E.Ertelt, Germany) Erasmus coordinators conference Eracon 2006 Bolu, Turkey Seminar Career management: ensuring quality and assessment Riga (lecturer D. Hughes, England) Seminar Support for multicultural career and consulting Riga (lecturer M. Launikari, Finland) Seminar Consultation psychology, Daugavpils (lecturer A. Kapelis, Aistralia) Seminar Career education programs Jūrmala (lecturer P.Plants, Denmark) Seminar Career consulting system in Ireland Riga (lecturer Grace O Grace, Ireland) Experience exchange visit in the frames of ESF-project in Ireland, Dublin State University, Trinity College regarding the development and implementation of study programs for career consultants par Seminar for the representatives of Nordic and Baltic states regarding career consultancy issues on the labor market and educational institutions in Vilnius Pedagogical University Study visits to Helsinki University and Jyskvyla University regarding the preparatory programs for career consultants and research Erasmus coordinators conference Eracon 2005 Cyprus (Dates) (Signature) 40

41 Curriculum vitae Personal details Name, Surname Viktorija Kuzina Date and place of birth Address Kalnciema , Riga, LV 1046 Phone Mobile phone E-pasts Fax - Education Dates Education document awarded ŠČ Name/Qualification awarded Philologist Name of the educational establishment University of Latvia Dates Education document awarded CD Name/Qualification awarded Candidate of philological sciences, doctor of philology Name of the educational LZA establishment Employment and professional experience Dates Occupation or position /post/ held Professor Name of the employer Riga Teacher Training and Educational Management Academy Address Imantas 7.līnija 1, Riga, LV 1083 Type of business or branch Pedagogy Dates Occupation or position /post/ held Assoc.prof., Head of RTTEMA Department of Humanitarian sciences Name of the employer Riga Teacher Training and Educational Management Academy Address Imantas 7.līnija 1, Riga, LV 1083 Type of business or branch Pedagogy Skills Language Comprehension Speaking Writing Language proficiency/ Skills Latvian Russian English German Computer literacy/skills Microsoft Word-excellent knowledge Internet- excellent knowledge Additional information Conferences Ukraine (Kiev), Russia (Moscow, St-Petersburg), 41

42 Projects Byelorussia (Grodno), Lithuania (Siauliai, Kaunas), Poland (Warsaw, Gdansk, Rzesow), Daugavpils Liepaja Riga Institute of the Latvian language. Theme Functional and socio-linguistic aspects Euro-intellect, Project Video course of the Latvian language. Publications Kuzina V. Latviešu valoda: Video kurss. Videokasetes. R.: Eirointelekts, lpp. Kuzina V. Valodas prasmei. R.: Pētergailis, lpp. (Iesniegts). Kuzina V. Latviešu valodas video kurss latviešu sarunvalodas apguvei. Žmogus kalbos erdveje. Kaunas lpp Kuzina V. Eiropas Valodu gads un valodu apguve// Svešvalodu skolotājs. Eiropa. Globalizācija: starptautiskas zinātniskas Conferences materiāli. - Riga, RaKa, 2002, lpp. Kuzina V. Latviešu valodas normas un valodas prakse// Valodu apguve: problēmas un perspektīva. Zin.Writing krājums. - Liepāja, 2002., lpp. Kuzina V. Vārdnīcas un valodu apguve// Baltu valodu leksikoloăija un leksikogrāfija: XXXI zinātniskās Conferences materiāli. Sanktpēterburga: Filoloăijas Faculty of, 2002, lpp. Kuzina V. Latviešu valoda kā nacionālās education satura pamats// Teorija un prakse skolotāju izglītībā: starptautiskas zinātniskas Conferences materiāli (ISBN ). Riga, Petrovskis un Ko, 2002, KuzinaV. Latviešu valodas vieta vērtībizglītībā.// Teorija un prakse skolotāja izglītībā II. Riga, 2004, lpp. Кузина В. Русско латышские языковые контакты в сфере фразеологии. В сб. «Language, Kulture, Teaching and Upbringing», Rzeszow, 2004, Directions of scientific research Lexicology, lexicography, phraseology Socio-linguistics, the culture of language Terminology, functional stylistics. Mathematical linguistics. Academic activities Lecturer of courses The contemporary standard Latvian language, The culture if language Participation in scientific and professional organizations Member of the Latvian association of professors Member of International Phraseological association Member of RTTEMA Council of Sciences Acknowledgements abroad and in Latvia Letter of acknowledgement of the Ministry of Education and Science of the Republic of Latvia European certificate of acknowledgement in language acquisition. 42

43 Grants RTTEMA rector s letter of acknowledgement for significant contribution to the creation and development of RTTEMA Letter of gratitude of the Ministry of Education and Science of the Republic of Latvia for cooperation and participation in project competition European certificate of acknowledgement in language acquisition ; RTTEMA rector s letter of acknowledgement for significant contribution to the facilitation of science development and methodological work at Riga Teacher Training and Educational Management Academy Letter of gratitude of the Institute of the Latvian language for the work in linguistics Letter of gratitude of the Institute of the Latvian language for activity promoting the rebirth of the Latvian language as the state language Danish scientists (experts) approved of the contribution to science Institute of the Latvian language. Theme Functional and socio-linguistic aspects Euro-intellect, Project Video course of the Latvian language. Organizational activities organizer of international scientific conference Language and higher pedagogic education (RTTEMA). Leader of plenary sessions and sections of international scientific conference (Gdansk, Kaunas, Riga, Liepāja). Members of the editorial board of the collection of RTTEMA scientific articles Date signature 43

44 Personal details Name, Surname OěEGS PAVLOVS Curriculum Vitae Date and place of birth October 30, 1931 Address Kristapa iela 23 28, Rīga, LV Mobile phone Education Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Dates defended the degree of the candidate of philosophic sciences which on January 31, 1933 was promoted as the degree of Dr. of philosophy of the Republic of Latvia Latvian State University, Department of philosophy, graduate course (spec. of esthetics) Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Dates 1958, Diploma of higher education / philologist, teacher of the Latvian language and literature at secondary school Latvian State University, Faculty of Latvian language and literature Dates Diploma of secondary special education / Choir conductor, teacher of singing Cēsis music secondary school of Alfr. Kalnins Dates Title of diploma/certificate/ Diploma of incomplete higher education / awarded/ Qualification obtained teacher of the Latvian language and literature Name of the educational establishment Employment and professional experience Cēsis Teachers Institute Dates Occupation or position /post/ held Docents Name and address of the employer Riga Teacher Training and Educational Management Academy, Imantas 7.līn., Riga Type of business or branch Pedagogy 44

45 Dates Occupation or position /post/ held Pensioner Dates Occupation or position /post/ held Senior lecturer (professor) Name and address of the employer National Academy of Defense of the Republic of Latvia, Riga, Ezermalas 4/6 Type of business or branch Education of military administration Dates Occupation or position /post/ held Docent Name and address of the employer University of Latvia, Department of School management, Jūrmalas gatve 67 Type of business or branch School management education Dates Occupation or position /post/ held Docent, Head of Department Name and address of the employer Latvian State Music Conservatoire of J.Vitols, Kr.Barona 2 Type of business or branch Higher musical education Dates Occupation or position /post/ held lecturer Name and address of the employer Latvian Academy of Agriculture, Jelgava, Pilssala 2 Type of business or branch Higher agricultural education Dates Occupation or position /post/ held teacher Name and address of the employer Cēsis city secondary education institution Type of business or branch general and special education Dates Occupation or position /post/ held director Name and address of the employer Cēsis region House of Culture, Cēsis, Raunas 12 Type of business or branch Cultural management Dates Occupation or position /post/ held teacher Name and address of the employer Ape secondary school, Ape, Rigas 42. Type of business or branch general education Skills Language proficiency/ Skills Language Comprehension Speaking Writing Russian German Computer MS Office, Internet 45

46 literacy/skills Additional information Conferences participation in 6 international conferences Publications 40 scientific publications, incl., 6 monographs and study aids Courses Danish military training center of practical pedagogy. Courses. (Date) (signature) 46

47 Personal details Name, Surname JURIS POROZOVS Curriculum Vitae Date and place of birth Address Valdeėu 68/2 1., Riga, LV-1058 Phone , Education Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Diploma of doctor of sciences/ Doctor in biology University of Latvia RaiĦa bulvāris 19. Riga, Latvia Dates Title of diploma/certificate/ awarded/ Diploma of higher education / Qualification obtained Biologist, teacher of biology and chemistry Name of the educational University of Latvia establishment RaiĦa bulvāris 19. Riga, Latvia Employment and professional experience Dates Occupation or position /post/ held Head of the Department of Informatics and sciences Name and address of the employer Riga Teacher Training and Educational Management Academy Imanta 7. līnija 1, Riga, Latvia Type of business or branch Pedagogy Dates Occupation or position /post/ held Associated professor Name and address of the employer Riga Teacher Training and Educational Management Academy Imanta 7. līnija 1, Riga, Latvia Type of business or branch Pedagogy Dates Occupation or position /post/ held Docent Name and address of the employer Riga Teacher Training and Educational Management Academy Imanta 7. līnija 1, Riga, Latvia Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer 47

48 Name and address of the employer higher education institution of practical psychology BruĦinieku 73, Riga, Latvia Type of business or branch Pedagogy Dates Occupation or position /post/ held Senior specialist Name and address of the employer State Fire defense and rescue service Pētersalas 10, Riga, Latvia Type of business or branch Science Dates Occupation or position /post/ held Referents Name and address of the employer Center of civil defense of the Republic of Latvia Kalpaka bulvāris 10, Riga, Latvia Type of business or branch Civil defense Dates Occupation or position /post/ held Doctor-laboratory assistant Name and address of the employer Children s clinical hospital "GaiĜezers" Juglas 20, Riga, Latvia Type of business or branch Medicine Dates Occupation or position /post/ held Senior scientific associate Name and address of the employer Scientific research and production company "Amats" E. DārziĦa 22 a, Tukums, Latvia Type of business or branch Science Dates Occupation or position /post/ held Junior scientific associate Name and address of the employer Center of medical biological and ecological research Piestātnes 13, Jūrmala, Latvija Type of business or branch Science Skills Language proficiency/ Language Comprehension Speaking Writing Skills Russian x x x English x x x Computer literacy/skills User MS Word, Power Point etc. Other Skills B category driver s license Additional information Seminars 1.Riga Seminar Information Society Technology popularizing in the Baltic states organized by Latvian association of young scientists in cooperation with the project of 6.IP Information Society Technologies of the European Commission 2.Riga Development of study content and teachers further education in the subjects of sciences, mathematics and technologies Courses 1. Riga g. RTTEMA Small Academy, Faculty of Philosophy 2. Riga g. RTTEMA Small Academy, Faculty of Informatics 48

49 Conferences (since 2002 ) 3. Riga g. RTTEMA Small Academy, Faculty of Psychology 1. Riga marts. International scientific conference: Theory and practice in teachers education. Article: Changes in youth physical preparedness and attitude towards sports in the course of studies. 2. Daugavpils May International scientific conference: Person. Color. Nature. Music. Article: Pedagogical Higher School Students Attitude Towards Sport, Organization of Sport s Activities and Their Physical Condition. 3. Liepaja. May International scientific conference: Society and culture. Article: Formation of youth attitude towards physical culture and sports in Riga school. 4. Athens (Greece). International scientific conference: 7 th Annual Congress of the European College of Sport Science, Article: The Attitude of the Latvian Youth to Sport and Their Motivation to Go in for Sport. 5. Siauliai (Lithuania). International scientific conference: Teacher Education in XXI Century: Changing and Perspectives. Article: Sport teacher education in the 21 st century epoch of changes. 6. Vilnius, March 20-21, International scientific conference: Educational Reform and Teacher Training. Linkage of Higher and Secondary Education: Traditions and Changes in Contents of Education and Didactics. 9 th International Scientific Conference. Article: Comparison of Latvian High School Students and Higher Education Institute Students Sport Activities and Their Attitude to Sport. 7. Siauliai (Lithuania). International scientific conference: Teacher Education in the 21st Century: Changes and Perspectives II. Article: The Problems of Prospective Teachers of Sports and Biology During Their Practical Placements. 8. Liepaja. May International scientific conference: Society and culture. Article: Assessment of health state of schoolchildren and self-assessment, attitude towards active life-style. 9. Ridzina (Poland). International scientific conference: Sport Kinetics th International Scientific Conference. 11th conference Physical Education and Sport in Scientific Researches. Article: Some Psycho-physiological Aspects of Mastering the Technique and Tactics of Basketball Game. 10. Riga. October 10, Riga Technical University. 44 th International scientific conference. Article: Riga school children sports activities and lifestyle. Characterization. 11. Daugavpils. 2003, November IV International scientific conference: Sciences and teachers education. Article: Opinions of Riga secondary school children and teachers of biology regarding the teaching of biology subject at school. 12. Riga. April 5. 6, International scientific conference: Theory and practice in teachers education II. Article: Self-assessment of youth sports activities, life-style and health. 13. Riga. 2004, May International scientific conference: Research of the history of pedagogy in the Baltic states. Article: Importance of Direct Visibility in Medical and Sport Education. 14. Clermon-Feran (Francija). International scientific conference: 9th Annual Congress European College of Sport Science. Article: The interest of Latvian students about various branches of sports. 15. Riga. October, Riga Technical University, 45 th International scientific conference. Article: The attitude of students of sports and biology teacher specialization towards the chosen specialization. 16. Rimini (Italy) g International scientific conference: Sport Kinetics 2005, 9th International Scientific Conference. Article: Comparison of 49

50 Sport Activities and Lifestyle of Different Age Latvian Students. 17. Riga g Riga Technical University 46 th International conference. Article: Characterization of sports activities of Pedagogy students. 18. Riga. April 6. 8, III International conference. Theory for practice in contemporary education of the society. Article: Game situations in the assessment of children s cognitive functions. 19. Kedainiai (Lithuania) International scientific conference: 12th Scientific conference on Natural science education at a general school. 20. Liepaja g International scientific conference: Society and culture. Article: Problems of hyperactive children and their solutions. 24. Riga. October 13, Riga Technical University. 47 th International scientific conference. Article: Assessment of Riga schoolchildren s and students physical activities and attitudes towards sports. 22. Tartu. November 8-11, IOSTE Symposium of Eastern and Central Europe. Article: Students Interest and Practical Experience in Natural Science at Younger and Middle School-age in Latvia. 24. Riga. 2007, March International scientific conference: Didactics of sciences today and tomorrow. Article: The interest of lower scendary school children of last forms in biological topics. 25. Jivaskyl (Finland). International scientific conference: 12th Annual Congress European College of Sport Science. Article: The Attitude of Latvian Students to Sports and Sport Organization Forms in Schools and Higher Educational Institutions. 26. Riga. October 12, Riga Technical University 48 th International scientific conference. Article: Characterization of sports activities and life-style of Latvian youth. 27. Riga. December 12, Education in ecology and professional studies. Riga Business College and Riga Teacher Training and Educational Management Academy, Institute of Nature and Working Environment, III scientific practical conference. Article: Assessment of pedagogic practice in sports of pedagogy students in ESF-financed project. Projects 1. Latvia Project of Latvian Council of Sciences: The specific features of the neurophysiologic development of brain of pre-school age children and development of computerized programs of express-diagnostics. 2. Latvia Project of Latvian Council of Sciences: New conception in the early correction of attention deficit and memory disorders of hyperactive children. 3. Latvia Project of the Ministry of Defense of the Republic of Latvia: The characterization of health state functional indicators of soldiers and development of prophylactic suggestions for the improvement of health state. 4. Latvia Project of the Ministry of Education and Science of the Republic of Latvia: Research of study aids availability and quality in the study subject of sciences (biology and chemistry). 5. Latvia RTTEMA Project: Development of economic basis and methodological principles of educational programs for lower secondary school wide profile sciences teachers. Publications (no 2002 ) 1. Porozovs J., Strazdina Z. Changes of Youth Physical Condition and Attitude to Sports During Study Process. Theory and Practice in Teacher Training. International Scientific Conference. Theses. Riga, p Porozovs J., StrazdiĦa Z. Jauniešu fiziskās sagatavotības izmaiħas un attieksme pret sportu studiju procesa laikā. Starptautiskās zinātniskās Conferences Teorija 50

51 un prakse skolotāju izglītībā materiāli. Riga, lpp. 3. Porozovs J., Andersons K. Pedagogical Higher School Students Atitude Towards Sport, Organisation of Sport s Activities and Their Physical Condition. Person. Color. Nature. Music. Abstracts of the 3 International Confrence. May 15 18, p Porozovs J. Rigas viduskolēnu un studentu fiziskās aktivitātes un attieksmes pret sportu izvērtējums. Sabiedrība un kultūra. Writing krājums, IV / Sastād. Arturs Medveckis. Liepāja: LiePa, lpp. 5. Strepmane I., Porozovs J. Topošo medicīnas darbinieku un pedagogu profesijas izvēles motīvu analīze. Sabiedrība un kultūra. Writing krājums, IV / Sastād. Arturs Medveckis. Liepāja: LiePa, lpp. 6. Praulite G., Porozovs J. The Attitude of the Latvian Youth to Sport and Their Motivation to Go in for Sport. Proceedings 7 th Annual Congress of the European College of Sport Science. Athens, Grece, july, /Edited by M. Koskolou, N. Geladas, V. Klissouras. ECSS 2002 and University of Athens, p Praulite G., Porozovs J. Sport teacher education in the 21 st century epoch of changes. Teacher Education in XXI Century: Changing and Perspectives. International Scientific Conference November 29-30, 2002, Šiauliai University, Lithuania, p Porozovs J. Comparison of Latvian High School Students and Higher Education Institute Students Sport Activities and Their Attitude to Sport. Educational Reform and Teacher Training. Linkage of Higher and Secondary Education: Traditions and Changes in Contents of Education and Didactics. 9 th International Scientific Conference. (Švietimo reforma ir mokytoju rengimas. Aukštojo ir vidurino mokslo sanglauda: ugdymo turkino ir didaktikos tradicijos ir kaita). Proceedings. Vilnius, p Porozovs J., Andersons K. Pedagogical Higher School Students Attitude Towards Sport, Organization of Sport s Activities and Their Physical State. Person. Color. Nature. Music. Proceedings from the 3rd Internacional Conference. Part 1. Daugavpils, p Porozovs J., Gedrovics J., Porozova Dz. Environment and Occupational Health Course for Secondary School as an Example for Enlarged Science Teaching. Journal Of Baltic Education. 2003, No 1. p Porozovs J. The Problems of Prospective Teachers of Sports and Biology During Their Practical Placements. Teacher Education in the 21st Century: Changes and Perspectives II. International Conference (9 May 2003). Šiauliu universitetas, p Praulite G., Jankovskis G., Porozovs J. The Influence of Osteoreceptor Irriation and Electrostatic Field on the Rat Brain Neurotransmitters. 3rd FEPS Meeting. Nice, 28 June 2 Jully Societe de Physiologie, p Porozovs J., Praulite G., Valdemiers A. Motivation to attend sport lessons of different profit: Latvian school students in various age periods. 8th Annual Congress European College of Sport Science July 9 12, Book of Abstracts./ Ed. by: E. Muller, H. Schwameder, G. Zallinger, V. Fastenbauer. Institute of sport Science. University of Salzburg, Austria, p Praulite G., Spunde A., Porozovs J. Some Psychophysiological Aspects of Mastering the Technique and Tactics of Basketball Game. Sport Kinetics th International Scientific Conference. 11th conference Physical Education and Sport in Scientific Researches. Book of Abstracts. Warsaw Poznan Leszno, p Praulite G., Spunde A., Porozovs J. Some Psychophysiological Aspects of 51

52 Mastering the Technique and Tactics of Basketball Game. International Association of Sport Kinetics. Library series: Vol. 15. New Ideas in Sport Sciences: Current Issues and Perspectives. Part: 1. Edited by Wlodzimer Starosta. Published by State School of Higher Vocational Education in Leszno. Warsaw Poznan Leszno, p Porozovs J., Porozova Dz. Rigas vidusskolnieku un bioloăijas skolotāju uzskati par bioloăijas priekšmetu mācīšanu skolā. 4. starptautiskā zinātniskā Conference Dabaszinātnes un skolotāju education novembrī. DU Saule, lpp. 17. Porozovs J. Jauniešu attieksmes veidošanās pret fizisko kultūru un sportu Rigas skolā. Sabiedrība un kultūra. Writing krājums, V / Sastād. Arturs Medveckis. Liepāja: LiePa, lpp. 18. Porozovs J. Jauniešu sporta aktivitāšu, dzīvesveida un veselības pašvērtējums. Starptautiskā zinātniskā Conference Teorija un prakse skolotāju izglītībā II aprīlis. Riga, lpp. 19. Upeniece I., Knipše G., Porozovs J., ŠkoĜĦikova T. Importance of Direct Visibility in Medical and Sport Education. Pedagogy vēstures pētniecība Baltijas valstīs. Research into the History of Pedagogy in the Baltic States. Starptautiskas Conferences zinātnisko Writing krājums maijs. Riga: RaKa, p Tolmacha N., Porozovs J., Greve M. Diagnostic and Rehabilitation of Airport Dispatcher s Central Nervous System Functional Disturbances by Using Complex Psychophysiological Monitoring. Психофармакология и биологическая наркология (Psychopharmacology & Biological Narcology) Том 4, No 2-3, c Porozovs J. The interest of Latvian students about various branches of sports. 9th Annual Congress European College of Sport Science, July 3 6, Book of Abstracts. Ed. by: Emmanuel Van Praagh, Chair Jean Coudert, chair. Universite Blaise Pascal, Universite D auvargne, Clermont-Ferand, France, p Porozovs J. The Sport Activities and Charasteristic of Lifestyle of Riga Students. Rigas skolēnu sporta aktivitātes un dzīvesveida Writingrojums. Rigas Tehniskās universitātes zinātniskie raksti. 8. Sērija. Humanitārās un sociālās zinātnes. 6. sējums. Riga: RTU, lpp. 23. Porozovs J., Tolmacha N., Vandans J. The Influence of Electrostatic Field (ESF) on the Biochemistry and Behavior of Organism. Психофармакология и биологическая наркология (Psychopharmacology & Biological Narcology) Том 6, No 2. - c Shkolnikova T., Porozovs J. Latvian Students Physical Condition Level and Lifestyle: Current Situation and Solution of the Problem. International Congress on Soldiers Physical Performance, 2005, Jyvaskyla, Finland. Congress Proceedings. Ed. by: Keijo Hakkinen, Heikki Kyrolanen.Finish Defence Forces, University of Jyvaskyla, Finland, p Porozovs J. The sport activities of Latvian students (boys and girls) of various age. 10th Annual Congress European College of Sport Science, July 13 16, Book of Abstracts. Ed. by: Nenad Dikic, Slobodan Zivanic, Sergej Ostonic, Zorica Torjanski. Sport Medicine Association of Serbia, Belgrade, Serbia, p Porozovs J. Comparison of Sport Activities and Lifestyle of Different Age Latvian Students. Sport Kinetics 2005, 9th International Scientific Conference, September 16-18, Book of Abstracts. Rimini, Italy, p Porozovs J., ŠkoĜĦikova T. The Attitude of Sport and Biology Teacher 52

53 Speciality Students to Chosen Speciality. Sporta un bioloăijas skolotāja specialitātes studentu attieksme pret izvēlēto specialitāti. Rigas Tehniskās universitātes zinātniskie raksti. 8. Sērija. Humanitārās un sociālās zinātnes. 8. sējums. Riga: RTU, lpp. 28. Porozovs J., Tolmača N., Vandāns J. SpēĜu situācijas bērnu kognitīvo funkciju novērtēšanā. Theory for practice in contemporary education of the society. III Starptautiskā zinātniskā Conference. Riga: SIA Ulma, lpp. 29. Порозовc Ю., Праулите Г., Райпулис Е., Гедровицс Я. (2006) Учебники биологии и химии в основной школе Латвии. Natural Science Education at General School. Proceedings of the Twelfth National Scientific Conference. Lucilijus, p Porozovs J. Pedagogy specialitāšu studentu sporta aktivitāšu Writingrojums. Humanitārās un sociālās zinātnes. RTU zinātniskie raksti. 8. sērija, 10. sējums. Riga: RTU, lpp. 31. Porozovs J. Skolēnu zināšanas par atkarību izraisošām vielām un paradumiem, un priekšstats par narkomānijas problēmas aktualitāti Latvijā. Sabiedrība un kultūra. Writing krājums VIII. Liepāja, lpp. 32. Porozovs J., Gedrovics J. Pamatskolas vecāko klašu skolēnu interese par bioloăijas tematiem. Starptautiskā zinātniskā Conference Dabaszinību didaktika šodien un rīt. Raksti. Riga, lpp. 33. Porozovs J. The Attitude of Latvian Students to Sports and Sport Organization Forms in Schools and Higher Educational Institutions. 12th Annual Congress European College of Sport Science, July 11 14, Book of Abstracts. Ed. by: Jouni Kallio, Paavo V. Komi, Jyrki Komulainen, Janne Avela. Otavan KirjapainoOy, Keuruu, p Porozovs J. Pedagogy specialitātes studentu ESF project finansētās pedagoăiskās prakses sportā izvērtējums. Education ekoloăija un profesionālās studijas. Rigas UzĦēmējdarbības koledžas un Rigas Pedagogy un education vadības augstskolas Dabas un darba vides institūta III zinātniski praktiskās Conferences Writing krājums. Riga, lpp (Date) (signature) 53

54 Personal details Curriculum Vitae Name, Surname Valentina Romenkova Date and place of , Ukraine, Poltava region birth Address Ogre, Tīnūžu Mobile phone Education Dates Title of diploma/certificate/ awarded/ student of post-graduate course of Development Qualification obtained psychology Name of the educational Latvia State University, Faculty of pedagogy and establishment psychology, post-graduate course Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Lecturer of Psychology and Pedagogy Kiev State Pedagogical Institute, Faculty of Pedagogy Employment and professional experience Dates Occupation or position /post/ held Docent Name and address of the employer RTTEMA, Imantas 7. līnija 1 Type of business or branch Psychology Dates Occupation or position /post/ held Docent Name and address of the employer Education Development Institute, VaĜĦu 2, Riga Type of business or branch Psychology Dates Occupation or position /post/ held Lecturer Name and address of the employer RSCKI / Education Development Institute Type of business or branch Psychology Dates Occupation or position /post/ held Methodist Name and address of the employer RSCKI, VaĜĦu 2, Riga Type of business or branch Psychology Dates Occupation or position /post/ held Engineer-economist Name and address of the employer Calculation Center, Rigas 17, Ogre Type of business or branch Economics Dates Occupation or position /post/ held Educator Name and address of the employer Kindergarten StrautiĦi 54

55 Type of business or branch Pedagogy Skills Language proficiency/ Skills Language Comprehension Speaking Writing Russian Computer literacy/skills Latvian Ukrainian User MS Word, etc. Additional information Conferences Проблемы психолингвистики. Переяслав Хмельницкий, Pedagogy: theory and practice. Liepaja, st congress of Letonika. Riga, 2006 theory and practice in teachers education, RTTEMA,2004. LLU Social capital,2002.gads. RTTEMA Child s education in democratic society, RTTEMA Child s socialization in the changing world,1998 Starptautine moksline konferencija Humanizmas, demokratija ir pilietiškumas mokykloje. Vilniaus Pedagoginis Universitetas, Vilniaus, The child in the world, the world in the child, Liepāja.1997 Projects RTTEMA Project :Formation of child identity Publications Роменкова В. (2007) Вербальная репрезентация содержания образа мира детей дошкольного возраста в процессе формирования идентичности.// Гуманитарный вестник Переяслав Хмельницкого педагогического университета им.г.сковороди. Научно теоретический сборник. Выпуск 12. Переяслав Хмельницкий, с. Romenkova V. (2007) Bērna identitātes veidošanās īpatnības deprivācijas apstākĝos.// Pedagogy: teorija un prakse. V zinātnisko Writingr krājums. Liepāja, lpp Romenkova V. (2006) Bērna identitātes veidošanās struktūra.// Letonikas I kongress. Valodniecības raksti. R.: Latvijas ZinātĦu akadēmija, Romenkova V. (2006) Skolotāja nozīmīgums skolēnam un tā veidošanās nosacījumi.// Theory for practice in contemporary education of the society: RTTEMA III Starptautiskās zinātniskās Conferences materiāli. R.: SIA Ulma, lpp Romenkova V. Sociālo konfliktu loma pirmsskolas vecuma bērna personības at (Russian val.) // Konfliktu teorija un prakse multikulturālā sabiedrībā. Vārti, 200 Romenkova V. Psihodiagnostika. Mācību līdzeklis. R.: Vārti, V.Romenkova. Psihologa asistents kā humānās pedagoăiskās vides sekmētājs Academic Courses bērnudārzā. // Kurp un kā mēs ejam izglītībā? R.: Vārti, 2000, lpp Communication psychology, Development psychology, Pedagogic psychology Introduction to psychotherapy, Theories of psychoanalysis, Communication psychology and pedagogy, Family consulting Special diagnostics, Pathopsychology, Roles and positions in the family, Game therapy, Personality psychology, Childhood pedagogy Pedagogic psychology Introduction to psychology. (Date) (signature) 55

56 Curriculum Vitae Personal details Name, Surname MARUTA SILE Date and place of birth Address Riga, Celmu 2-16 Mobile phone Education Dates April 19, 2001 Title of diploma/certificate/ awarded/ Doctor s diploma C-D Nr Qualification obtained Doctor s degree in Pedagogy Name of the educational establishment University of Latvia Dates 1996gada 8.oktobris Title of diploma/certificate/ awarded/ Master s diploma , master s degree Qualification obtained Name of the educational establishment Daugavpils Pedagogical University Employment and professional experience Dates 2004 Occupation or position /post/ held RTTEMA Faculty of Pedagogy, dean, associated professor Name and address of the employer RTTEMA Imantas 7.līnija 1 Type of business or branch Pedagogy Dates Occupation or position /post/ held Docent Name and address of the employer RTTEMA Imantas 7. līnija 1 Type of business or branch Pedagogy Skills Language proficiency/ Language Comprehension Speaking Writing Skills Russian x x X English x x Computer literacy/skills Word, Outlook, Excel, Access Additional information Courses 2000., 2002., 2004., International creative camps for Latvian young musicians Master courses in Ogre November participation in X International creativity conference Complex research of creativity and the implementation of its results in educational practice, Riga participation in master courses of G.Cipins license No , March 1, participation in seminar pf professor S.Gedraitis from Vilnius 56

57 Music Academy license No , April 19. participation in seminar pf professor S.Gedraitis from Vilnius Music Academy license No , December 6. Participation in master courses of prof.n Terenjeva from Russian State Pedagogical University of A.I.Hercena license No 537 Conferences Participation in all conferences with publications Projects Participation in research projects financed by Latvian Council of Sciences Since 2006 Music pedagogy as a part of folk education: in the context of Latvian national traditions and world art and cultural development (project financed by Latvian Council of Sciences Nr ) Since Music pedagogy as a part of folk education: in the context of Latvian national traditions and world art and cultural development (project financed by Latvian Council of Sciences Nr ) Participation project Different actualities in the piano-playing pedagogy: theory into practice. IST Courses In Art & Social sciences Artistic education. Socrates Comenius / Grundtvig Course Database. Since Music pedagogy as a part of folk education: in the context of Latvian national traditions and world art and cultural development (projects financed by Latvian Council of Sciences Nr ) Since 2006 participation in RTTEMA scientific research projects Instrument playing pedagogy in Latvia: research of history, theory, practical experience in the context of European music culture Publications M.Sīle, L.Vainovska Skolēnu sporta deju sasniegumu vērtēšana/ Starptautiskās zinātniskās Conferences materiāli Theory for practice in contemporary education of the society.-riga, SIA ŪLMA 2006., lpp. 2.. Sīle M.Apsīte Ž. Deju kolektīva koncertmeistaru darbības pedagoăiskie aspekti./atee Conferences materiāli.r.: Education soĝi, Sīle M. Kreativitātes attīstības modelis klavierspēles apguvē. / Radoša personība IV.-R.:RaKa, lpp Sīle M. LintiĦš G. Ritma veseluma izpratne mūzikas pedagoăijā./ Starptautiskās zinātniskās Conferences materiāli Teorija un prakse skolotāju izglītībā II - Riga.: Petrovskis un Ko, lpp Sīle M. Holistic Aproach to child s development in piano teaching process/ The 3 rd international conference Daugavpils Person.Color. Nature. Music.- Daugavpils lpp. 2. Sīle M., Blīgzne A. Pašvērtējums mūzikas skolotāju pašizglītošanās procesā / ATEE starptautiskās Conferences materiāli Riga.: lpp. 3. Sīle M., Čekanoviča S. Senās mūzikas apguve mūzikas skolotāju vērtību sistēmā/ ATEE starptautiskās Conferences materiāli Riga.: lpp. 4. Sīle M., IĜjučonoka I. Kultūrvides ietekme bērnu pašapziħas attīstībā / ATEE starptautiskās Conferences materiāli Riga.: lpp. 5. Sīle M., Karčevska S. Pianista, pedagoga Raimonda Redberga ieguldījums latviešu klavierspēles dueta attīstībā. ATEE starptautiskās Conferences materiāli Riga.: lpp

58 1. Sīle M. Theretical Basis of the Piano Playing teaching model.// Person. Color.Nature. Music. _ Starptautiskās zinātniskās Conferences materiāli. Daugavpils.: Saule, lpp. 2. Sīle M., Iljučonoka I. Influence of Cultural Environment on the Children s Self Confidence.// Person. Color. Nature. Music. Starptautiskās zinātniskās Conferences materiāli. Daugavpils.: Saule, lpp. 3. Sīle M. Holistic approach to child s Development in Piano Training Process.// ATEE starptautiskās Conferences materiāli. 3. daĝa. Riga.: lpp. 4. Sīle M., Blīgzne A. Pašeducation mūzikas skolotāju profesionālajā izaugsmē.// ATEE Conferences materiāli. Riga.: lpp. 5. Sīle M., Verbickis A. Pareizticīgās baznīcas kora kormeistara pedagoăiskā darba specifika.// ATEE Conferences materiāli. Riga.: lpp. 6. Sīle M. Holistic approach to child s Development in Piano Training process.// ATEE starptautiskās Conferences materiāli. 4. daĝa. - Riga.: lpp. 7. Bogdanova T., Sīle M. Klavierspēles Pedagogy tālākās attīstības vēsturiskie priekšnosacījumi.// ŠauĜu universitātes starptautiskās Conferences materiāli. ŠauĜi.: lpp. Recenzētie darbi 1. Zinātnisko Writing krājuma Radošā personība recenzente Riga.: RaKa, lpp. 2. Writing krājuma Agrīnās bērnības vecumposma bērnu klavierspēles prasmju veidošanās priekšnoteikumi recenzente - Riga.: Latvijas Akmeoloăijas akadēmija, lpp. 3. Spalva R. Monographs Tēls un dejas kompozīcija recenzija. Riga.: RaKa, lpp. 4. LintiĦš G. Ritma izjūtas attīstība sitaminstrumentu spēles apguvē.- Riga, : SIA Drukātava, lpp. 5. Spalva R. Pedagoăiskās prakses vadītāja rokasgrāmata. - Riga,: SIADrukātava, lpp. (Date) (signature) 58

59 Personal details Name, Surname Sarmite Tubele Curriculum Vitae Date and place of , Ventspils birth Address Kūdras 6 34; Riga, LV-1083 Mobile phone sarmite.tubele@lu.lv Education Dates Title of diploma/certificate/ awarded/ Diploma Qualification obtained Dr. paed. In branch (special) pedagogy Name of the educational establishment University of Latvia Dates Title of diploma/certificate/ awarded/ Diploma Qualification obtained Mg. paed. In education sciences Name of the educational establishment University of Latvia Dates Title of diploma/certificate/ awarded/ Diploma Qualification obtained Teacher at special school Name of the educational establishment Liepaja State Pedagogical Institute Dates Title of diploma/certificate/ awarded/ Diploma with flying colors Qualification obtained Doctor s assistant Name of the educational establishment Riga medical school No 2 Employment and professional experience Dates 2001 to date Occupation or position /post/ held Lecturer Name and address of the employer University of Latvia, PPF Department of Pedagogy Type of business or branch Special pedagogy, speech therapy Dates to date Occupation or position /post/ held Lecturer Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Special pedagogy, speech therapy Dates Occupation or position /post/ held Teacher-Speech Therapist, deputy director for studies Name and address of the employer Riga secondary school No 41 Type of business or branch Pedagogy 59

60 Dates Occupation or position /post/ held Doctor s assistant Name and address of the employer Clinical hospital of P.Stradins, department of reanimation Type of business or branch Medicine (reanimatology) Skills Language proficiency/ Language Comprehension Speaking Writing Skills Russian x x x German x x English x x x Computer literacy/skills Word, Outlook, Excel, Access, Power Point Additional information Seminars Lecture at seminars and further education courses for teachers and speech therapists in Riga and elsewhere of Latvia Conferences Sonderpädagogische Förderung im Spannungsfeld von Rehabilitation, Integration, Inklusion. January , 2008, Leipzig 2 nd congress of Letonika, October , 2007, Riga University of Latvia, 65 th Conference, February 8, 2007, Riga ATEE Spring University. Teacher of the 21st Century: Quality Education for Quality Teaching. Riga, ,3.jūnijā. 7th International Conference ATEE Spring University of Tartu, May, 2004, p Publications Tūbele S. Detailed Speech and Language Diagnostic System a Curriculum Component in Teacher Education./ Kruze A., Mortag I., Schulz D. Sprache und Schulpolitik in Multikulturellen Gesellschaften. Leipzig: Leipciger Universitätsverlag, S (ISBN ). Tūbele S. Lasīšanas traucējumi vai disleksija?/ University of Latvias raksti. Pedagogy un solotāju education 715.sējums Riga: University of Latvia, lpp. (ISBN ; ISSN ) Tūbele S. Disleksijas un lasīsānas traucējumi kopīgais un atšėirigais. Letonikas 2.kongress, ,31.oktobris Tūbele S. Lehrerbildung im Bereich Sonderpädagogik in Lettland Starptautiska Conference. Sonderpädagogische Förderung im Spannungsfeld von Rehabilitation, Integration, Inklusion janvāris, Leipciga Tūbele S. Lasīšanas traucējumi vai disleksija? University of Latvias 65.Conference, februārī. Tūbele S. Skolotāju education uzlaboāsna, lai veicinātu sadarbību skolēna runas un valodas koriăējoši attīstosājā darbībā/ ATEE Spring University. Teacher of the 21st Century: Quality Education for Quality Teaching. Rīgā, ,3.jūnijā. Tubele S. Dyslexia Identification Practice in Primary School. 7th International Conference ATEE Spring University Tartu, May, 2004, p. Tubele S. Some Suggestions for the Managers when Employee is a Person with Disability. International Conference Equal Rights for All (Riga, Latvia, January, 2004); (ISBN ) pp. Tubele S. Possibilities of improving student s attitudes in the study course Introduction into Special Needs Education at University of Latvia./Pedagogy and Teacher s Education. Scientific Papers University of Latvia (ISSN ) pp Tubele S. The study course Introduction to Special Needs Education necessary component of the curriculum in teacher education/ Krūze, A., Mortag, 60

61 Lectured study courses I., Schulz, D. Globalisierung der Wirtschaft Internationalisierung der Lehrerbildung. Leipzig: Leipziger Unversitätsverlag, s (ISBN ). Tubele, S. The Cooperation in the Correction Developmental Work of Pupil s Speech and Language Disability/ ATEE Spring University. Changing Education in a Changing Society. Lithuania: Klaipeda University, p (ISSN ) Tūbele, S. Skolotāju education uzlabošana, lai veicinātu sadarbību skolēna runas un valodas koriăējoši attīstošajā darbībā / ATEE Spring University. Teacher of the 21st Century: Quality Education for Quality Teaching. Riga: Education soĝi, lpp. (ISBN ) Tūbele S. Kāpēc skolēns nelasa?(why student does not read?) // Skolotājs, Nr lpp. (ISSN ) Tūbele S. Skolēna runas attīstības vērtēšana. (The evaluation of student s speech development) R.: RaKa, lpp. (ISBN ) Tūbele S., Lūse J. Ja skolēns raksta nepareizi... (If a student writes incorrectly ) R.: RaKa, lpp. (ISBN ). Tūbele S., Šteinberga A. Ievads speciālajā pedagoăijā (Introduction in the Special Needs Education). R.: RaKa, lpp. (ISBN ) Tubele, S., Pugh, T. The Development of Appropriate Conditions in the Worcredit pointslace for People with Disabilities / Distance Education Course / Employment of People with Disabilities. R.: Mācību grāmata, lpp. (ISBN ) Tūbele, S., Pahs, T. Atbilstošu apstākĝu veidošana darba vietā cilvēkiem ar traucējumiem / Tālmācības studiju kurss / Cilvēku ar invaliditāti nodarbinātība. R.: Mācību grāmata, lpp. (ISBN ) Attiecīgais tālmācības kurss ir vēl divās valodās (grieėu un franču), bet tas ir tulkots materiāls. Tubele S. Detailed Speech and Language Diagnostic System a Curriculum Component in Teacher Education / Kruze A., Mortag I., Schulz D. Sprache- und Schulpolitik in Multikulturellen Gesellschaften. Leipzig: Leipziger Universitätsverlag, S (ISBN ) Introduction to special pedagogy Speech therapy in pre-school Speech therapy correction with children having mental disorders Speech therapy correction with children having PAA Differential diagnostics of speech and language disorders Designing speech therapy in institutions of general education Voice disorders Insufficient development of language system Introduction to speech therapy Organization of speech therapy Theories of speech therapy Dyslexia, disgraphy, methods of correction Testing methods of speech and language (assessment) Development of ideas of Special Pedagogy in Latvia and Europe and worldwide (master level) Topical issues and development tendencies of speech therapy History of education and care of persons with mental disorders (master level) (Date) (signature) 61

62 Personal details Name, Surname Tija Zirina Curriculum Vitae Date and place of birth Address Saules 6, Ādaži, Riga region, LV 2164 Mobile phone Mob Education Dates Title of diploma/certificate/ awarded/ Doctor s diploma / Dr. Psych. Qualification obtained Name of the educational University of Latvia establishment Dates Title of diploma/certificate/ awarded/ Diploma of professional education/pre-school education Qualification obtained teacher Name of the educational Liepaja Pedagogical higher education institution establishment Employment and professional experience Dates Occupation or position /post/ held Associated professor Name and address of the employer Riga Teacher Training and Educational Management Academy, Imantas 7. līnija 1, Riga, LV Type of business or branch Psychology Dates Occupation or position /post/ held Docent Name and address of the employer Riga Teacher Training and Educational Management Academy, Imantas 7. līnija 1, Riga, LV Type of business or branch Psychology Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga Teacher Training and Educational Management Academy, Imantas 7. līnija 1, Riga, LV Type of business or branch Psychology Skills Language proficiency/ Skills Computer literacy/skills Language Comprehension Speaking Writing Russian English MS Office, Internet 62

63 Additional information Seminars Further education course for educational workers organized by the Council of Europe. Seminar The European Charter for Democratic Schools without Violence London, United Kingdom Further education course for educational workers organized by the Council of Europe Seminar Intensive Course on Educational Information Technologies University of Aristotle, Thessalonica, Greece Seminar Active Citizenship and WWW. Organized by Finnish Karja folkschool Soros foundation, project Soli pa solim, Seminar for the teachers of the Baltic states Teaching in the Inclusive Early Childhood Classroom Pernava, Estonia Soros foundation, project Soli pa solim for the teachers of the Baltic states International Step by Step Applied Research Training Vilnius, Lithuania Further education course for educational workers organized by the Council of Europe. Seminar Education for Active Citizenship : New approaches to citizenship education and the teaching of democracy in schools from 2000 Oxford, Great Britain. Courses Center of human potential development and improvement, and University of Latvia, Institute of Pedagogy and Psychology, Courses organized on the basis of a cooperation project N.Zaiceva Opportunities of the use of technologies in pedagogy in pre-school and primary school education institutions in Latvia Oslo University, International Summer School Courses Special Needs Education un Leadership Development Seminar Riga Technical University, Further education Center, Courses The basics of development of multimedia study materials. Conferences Participation with presentations at international scientific conferences RTTEMA International Conference. Article Psiholoăiskie nosacījumi sekmīgai valodas attīstībai mazbērna vecumā Conference organized by Association for Teacher Education in Europe Spring University 1999 Changing Education in a Changing Society. LiepiĦa T. Attention development in hyperactive children.// Changing Education in a Changing Society.- Klaipedos universitetas, Klaipeda, lpp IV tarptautine moksline konferencija Humanizmas, demokratija ir pilietiškumas mokykloje. LiepiĦa T. Causes and development of hyperactive behaviour in pre-school age.// Humanizmas, demokratija ir pilietiškumas mokykloje..- Vilniaus Pedagoginis Universitetas, Vilniaus, lpp Liepaja Pedagogical higher education institution, international scientific conference The child in the world, the world in the child. LiepiĦa T. The specific fetures of the hyperactive child s development//bērns pasaulē, pasaule- bērnā.- LPA, 1997.,5lpp. Participation with presentations at other conferences K.Baron s Conference 2006 Bērnības pieredze: kultūras aspekti Rigas Latviešu biedrība. Article Pirkstu rotaĝas latviešu tautasdziesmās kā runas aktivizētājas mazbērnu vecumā Forum of educational managers. LiepiĦa T. Hiperaktīvo bērnu attīstības īpatnības Rezekne higher education institution zinātniski metodiskā Conference Profesionāla pedagoga sagatavošanas problēmas. LiepiĦa T. Hiperaktīvo bērnu uzvedības izpausmes dažādos vecumposmos.// Rēzeknes augstskolas zinātniskās Conferences Writing krājums Nr. 2.- Rēzekne, 1998., 8 lpp Liepaja Pedagogical higher education institution, Department of Pedagogy and psychology, Conference Topical issues in interaction pedagogy. LiepiĦa T. 63

64 Metodes hiperaktīvo bērnu uzvedības uzlabošanā.// LPA collection of articles of scientific methodic conference Topical issues in interaction pedagogy.- Liepāja: LPA, 2000., 8 lpp RTTEMA Faculty of Pre-school and primary school, scientific methodic conference Student s and child s creative activity: formation and problems. LiepiĦa T. Cultivation of attention of hyperactive children a condition of creative activity.// RTTEMA Faculty of Pre-school and primary school, collection of scientific methodic theses.- R.: 1996., 1 lpp. Projects Letonika State Program, sub-project Children s language research in Latvia: linguistic, social and cultural aspect Manager - D. Markus, Prof., Dr. habil. philol. Latvian Council of Sciences, grant Project Nr Specific features of attention and habits of learning of teenagers suffering from migraine Manager T. ZīriĦa, assoc. prof., Dr. Psych. Publications ZīriĦa T. Hiperaktīvo bērnu attīstības īpatnību Writingrojums dažādos vecumposmos.//psychology Pasaule lpp. Dzintere D., Purmale R., ZīriĦa T. Bērns kā cilvēktiesību subjekts teorijā un praksē// RTTEMA zinātniskie raksti IV, lpp. LiepiĦa T. Pirmsskolas education skolotāju sagatavošanas modelis. // Skolotājs ( 34 ). 3 lpp. LiepiĦa T. Metodes hiperaktīvo bērnu uzvedības uzlabošanā.// Mijiedarbības Pedagogy aktualitātes. Liepāja: LPA, 2000., 8 lpp. LiepiĦa T. Attention development in hyperactive children.// Association for Teacher Education in Europe Spring University Changing Education in a Changing Society.- Klaipeda: Klaipedos universitetas., 1999., 3 lpp. LiepiĦa T. Hiperaktīvo bērnu uzmanības īpašību un mērėtiecīgas darbības izsinceana.// RTTEMA zinātniskie raksti II Scientia est potentia - R.: Vārti, 1999.,7 lpp. LiepiĦa T. Hiperaktīvo bērnu pašizjūtu ietekmējošie faktori.//personības pašizjūta un identitāte.. R.: Mācību apgāds NT, 1998., 10 lpp. LiepiĦa T. Uzmanības izsinceana kā svarīgs nosacījums hiperaktīvo bērnu radošas aktivitātes veicināšanā. // RTTEMA zinātniskie raksti I Sapere aude. R.: Vārti, 1997., 2 lpp. LiepiĦa T. Causes and development of hyperactive behaviour in pre school age.// IV tarptautine moksline konferencija Humanizmas, demokratija ir pilietiškumas mokykloje. Vilniaus Pedagoginis Universitetas, Vilniaus, 1997.,5 lpp Monographs LiepiĦa T. Hiperaktīvo bērnu uzmanības attīstība un uzvedības korekcija.- R.: Vārti, 1998., 64 lpp. Study aids LiepiĦa T. Hiperaktīvo bērnu uzmanības attīstības īpatnības.- R.: Vārti, 1998.,45 lpp. LiepiĦa T. Hiperaktīvo bērnu uzvedības korekcija. R.: Vārti, 1998., 36 lpp

65 Personal details Name, Surname SILVIJA GEIKINA Curriculum Vitae Date and place of , Daugavpils, Latvia birth Address Riga, AnniĦmuižas bulv Mobile phone Education Dates Title of diploma/certificate/ Master degree in pedagogy awarded/ Qualification obtained Name of the educational Riga Teacher Training and Educational Management establishment Academy Dates Title of diploma/certificate/ Scientist of theater awarded/ Qualification obtained Name of the educational Institute of Theater Art of A.Lunacharsky, Moscow establishment Dates Studies in Liepaja Pedagogical Actress Academy, doctorate program Name of the educational RaiĦa Dailes Theater, 3 rd actors studio establishment Employment and professional experience Dates Occupation or position /post/ held Lecturer Name and address of the employer RTTEMA, Imantas 7. līnija 1 Type of business or branch General pedagogy Dates Occupation or position /post/ held Editor Name and address of the employer Newspaper "Literatūra un māksla", Department of theatre and cinema, Balasta dambis 3 Type of business or branch theatre and cinema Dates Occupation or position /post/ held Manager Name and address of the employer Theter museum of E. SmiĜăis, E. SmiĜăa 37/39 Type of business or branch History of theater Dates Occupation or position /post/ held Deputy director for sciences Name and address of the employer Literature and art history museum of Rainis, Pils 65

66 laukums 3 Type of business or branch History of theater Dates Occupation or position /post/ held Scientific associate Name and address of the employer Literature and art history museum of Rainis, Pils laukums 3 Type of business or branch History of theater Skills Language proficiency/ Skills Computer literacy/skills Other Skills Language Comprehension Speaking Writing Russian English + + User MS Word, Power Point etc. Additional information Courses University of Latvia, Faculty of Pedagogy and Psychology, Publications 27.06, 2005., Course,,Didactics of higher education institutions. Geikina S. Klētnieki ar grimu, bez grima. Grāmata par Klētnieku dzimtu. R.: Nordik, 2006, 280.lpp Geikina S. Vazdiku dzimta: Ar teātri saindētie. - R.: LikteĦstāsti 2004, 420 lpp.geikina S. Retorikas pamati. Tālmācības materiāls. - R.: Raka, 2003, 112 lpp. Geikina S. Noslēpumainā spēlmaħu ěena. Grāmata par aktrisi Helēnu Romanovu. - R.: LikteĦstāsti, 1999, 180 lpp. Geikina S. Ironiskais romantiėis. Grāmata par Dailes teātra aktieri Valentinu Skulmi. - R.: LikteĦstāsti, 1997, 230 lpp.. (Date) (signature) 66

67 Personal details Name, Surname Curriculum Vitae GINTA GRIGORJEVA Date and place of birth Address Kalnciema iela 2b - 17, Riga LV-1048 Mobile phone riekstin@latnet.lv Education Dates Title of diploma/certificate/ awarded/ Right to teach special education programs at the Qualification obtained level of pre-school education Name of the educational establishment the Ministry of Education and Science of the Republic of Latvia Dates Title of diploma/certificate/ awarded/ Master degree in pedagogy Qualification obtained Name of the educational establishment University of Latvia, Faculty of Pedagogy and Psychology Dates Title of diploma/certificate/ awarded/ Lecturer of Pedagogy and psychology, educator. Qualification obtained Name of the educational establishment Liepaja Pedagogic higher education institution, Faculty of Pre-school Pedagogy and psychology Dates Title of diploma/certificate/ awarded/ Architect-technician Qualification obtained Name of the educational establishment Riga Building College Employment and professional experience Dates Occupation or position /post/ held Lecturer Name and address of the employer RTTEMA Type of business or branch Pedagogy Dates Occupation or position /post/ held Manager Name and address of the employer Riga special pre-school education institution "RiekstiĦš, Riekstu 13 Type of business or branch Pedagogy Dates Occupation or position /post/ held Methodist Name and address of the employer Riga kindergarten No 260 Type of business or branch Pedagogy Dates

68 Occupation or position /post/ held Senior specialist Name and address of the employer Riga city, Kurzemes suburb, School Administration, Pre-school department Type of business or branch Pedagogy Skills Language proficiency / Skills Language Comprehension Speaking Writing Russian x X x English x X Computer literacy/skills Word, Outlook, Excel, Access, Lotus Notes Other Skills Driver s license since Additional information Seminars 1998 ES PHARE Consensus seminar "Basic principles in the education of people with special needs; problem solution"; report on the integration of handicapped children of pre-school age Courses 2007 Riga City Council, Department of Education, Youth and Sports, Teachers education centre: The legal basics of pedagogic process in educational institutions 2006 Riga City Council, Department of Education, Youth and Sports, Teachers education centre: The characterization, diagnostics, correction, teaching and learning of children with special needs; 2003 The child as personality. Teacher explorer and promoter of child s development. (Teachers education centre)- 40 hours (license Nr p); 2002g. Association of speech therapists: Complex approach to the habilitation process of children with early speech disorders Preparation of 5-6-year-old children for school (Education initiative centre)- 36 hours (license Nr ); 2002 Complex approach to the habilitation process of children with early speech disorders (Latvian association of speech therapists)- 32 hours; 2000 The newest in record keeping (Riga city, Kurzemes suburb, School Administration, Pedagogic education centre)- 12 hours (license Nr. 3514); 1998 Soros foundation in Latvia; in the frames of the basic course; project seminar "Soli pa solim" - 48 hours; 1997./98 academic year,. University of Latvia, innovation project in educational policy (University of Latvia, Institute of pedagogy and psychology)- 105 hours Conferences 1998 Forum of Latvian educational managers, group leader of working group "Children with special needs" Projects 1998 Soros foundation in Latvia-supported project "Development of kindergarten methodic and consultative support center "; project manager Lectured study courses Logorhythmics (Date) (signature) 68

69 Personal details Name, Surname Curriculum Vitae Irina Habarova Date and place of birth Address Jūrmala, Bišu 16, LV-2012 Mobile phone Education Dates Title of diploma/certificate/ awarded/ Pedagogy master. Diploma Nr Qualification obtained Name of the educational establishment University of Latvia Dates Title of diploma/certificate/ awarded/ Oligophrenia-pedagogue. Diploma УВ Nr.- Qualification obtained Name of the educational establishment Leningrad pedagogical institute of A.I.Hercen, Faculty of defectology (oligofreno-pedagogy). Dates Title of diploma/certificate/ awarded/ Kindergarten educator. Diploma Ф Nr. Qualification obtained Name of the educational establishment Riga pedagogic school Employment and professional experience Dates Occupation or position /post/ held Lecturer Name and address of the employer RTTEMA Type of business or branch Pedagogy Dates Occupation or position /post/ held Manager Name and address of the employer Riga special pre-school education institution No 55 Dardedze Type of business or branch Dates Occupation or position /post/ held Teacher-defectologue. Name and address of the employer Riga pre-school education institution No 55 Type of business or branch Pedagogy Dates Occupation or position /post/ held Pre-school educator Name and address of the employer Riga pre-school education institution No 55 Type of business or branch Pedagogy 69

70 Dates Occupation or position /post/ held Pre-school educator Name and address of the employer Riga pre-school education institution No 125 Type of business or branch Pedagogy Dates Occupation or position /post/ held Pre-school educator Name and address of the employer Riga pre-school education institution No 55 Type of business or branch Pedagogy Dates Occupation or position /post/ held Pre-school educator Name and address of the employer Factory 17.Jūnija Pre-school education institution Type of business or branch Pedagogy Dates Occupation or position /post/ held Pre-school educator Name and address of the employer Riga pre-school education institution Vāverīte Type of business or branch Pedagogy Skills Language proficiency/ Skills Language Comprehension Speaking Writing Latvian x x x German x x Computer literacy/skills MS Excel, MS Word, MS PowerPoint, Internet Other Skills Additional information Courses Legal protection of the director of the company. Seminar. Finansu Risinājumu Grupa The legal basics of pedagogic process in educational institutions. Program code A , compliance with Riga City Council, Department of Education, Youth and Sports Nr. 0225, Language and speech disorders and their neurophysiologic basics (72 hours). Association of Latvian speech therapists/moscow institute of medicine and defectology psychology The legal and pedagogic psychological aspect of administrating contemporary pre-school education institution. RSIC The cooperation of speech therapist with social pedagogue or social worker, Topical speech and language pathology issues in the practice of clinical speech therapists. Association of Latvian speech therapists Psychological preparedness for school. RSIC Attention deficit syndrome correction possibilities for children, Behavior disorders for children with different neurological and somatic illnesses, Experience acquired in English in the prevention of dyslexia. Association of Latvian speech therapists. 70

71 Organizational work First steps with the computer. Text editor Microsoft Word. Electronic tables with Microsoft Excel. the Ministry of Education and Science of the Republic of Latvia, PIAC, LIIS Support and movement apparatus: diagnostics and correction features of children with speech disorders. Veselības un medicīniskās rehabilitācijas izglītības centrs Ltd Introduction to autists inner world, The use of methods of Montesori rehabilitation pedagogy in logotherapy (neurophysiologic aspect), Portage movement in Latvia Riga City Council, Department of Education, Youth and Sports, Further education program B 1 - B 2 The child with special needs lecturer. Seminars Riga City Council, Department of Education, Youth and Sports, Kurzeme region, Seminar The nature of research in preschool. Lectured study courses Speech therapy correction with children with psychic development delay, mental disorders Differential diagnostics Speech therapy in pre-school Speech psychology Logorhythmic (Date) (signature) 71

72 Personal details Name, Surname Curriculum Vitae Jelena Kolesnika Date and place of birth Address Rododendru 1-40, Riga LV-1083 Mobile phone Education Dates Title of diploma/certificate/ awarded/ Master s degree in education, diploma Nr. Qualification obtained Name of the educational establishment University of Latvia Dates Title of diploma/certificate/ awarded/ Qualification obtained Teacher, speech therapist, special education pedagogue, defectology, diploma Nr Name of the educational establishment Vitebsk State University Dates Title of diploma/certificate/ awarded/ Qualification obtained Methodic specialist of lower secondary school pedagogy, qualification of lower secondary school teacher diploma Nr Name of the educational establishment Liepaja Pedagogical Institute of V.Lacis Employment and professional experience Dates Occupation or position /post/ held Speech therapy Name and address of the employer Riga 199.PII Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer Name and address of the employer RTTEMA Type of business or branch Pedagogy Dates Occupation or position /post/ held Teacher-Speech Therapist Name and address of the employer Riga secondary school No 34 Type of business or branch Pedagogy Skills Language proficiency/ Language Comprehension Speaking Writing 72

73 Skills Latvian x x x German x x x Computer skills Word, Outlook, Excel, Access Additional information Courses Reading disorders Attention disorders of children, their origin and physiology Learning disorders connected with reading problems at school Language and speech development disorders; their neurophysiologic basics Movement and motion disorders of children; their connection with speech. Medical pedagogic committees, their development tendencies Voice development phonopedic method. Latvian youth social support foundation Humanization of the study process in Riga secondary school No 34 as a means of personality development Teacher-Speech Therapist. Latvian Municipal Study Centre Lectured study courses Speech therapy correction with children having psychic development delay, mental disorder; differential diagnostics Speech therapy in pre-school (Date) (signature) 73

74 Personal details Name, Surname Inguna Lace Curriculum Vitae Date and place of augusts birth Address KartupeĜu 47-58, Riga LV-1058 Mobile phone Education Dates Title of diploma/certificate/ Doctorate studies awarded/ Qualification obtained Name of the educational Liepaja Pedagogic Academy establishment Dates Title of diploma/certificate/ Grounded as successfully passed examinations and awarded/ Qualification obtained with a presented doctorate draft paper Name of the educational University of Latvia, Institute of pedagogy and establishment psychology Dates Title of diploma/certificate/ Master s degree in pedagogy in the field of school and awarded/ Qualification obtained education management, qualification Name of the educational RTTEMA establishment Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Lecturer of pre-school pedagogy and psychology Liepaja state pedagogical institute Employment and professional experience Dates Occupation or position /post/ held Docent Name and address of the employer RTTEMA, Imantas 7.līnija1 Type of business or branch Pedagogy Dates Occupation or position /post/ held Head of Department of adults education Name and address of the employer RTTEMA, Imantas 7.līnija1 Type of business or branch Pedagogy 74

75 Dates Occupation or position /post/ held Lecturer Name and address of the employer RTTEMA, Imantas 7.līnija1 Type of business or branch Pedagogy Dates Occupation or position /post/ held Head of Department of pedagogy and psychology Name and address of the employer Imanta Teachers Institute, Imantas 7.līnija1 Type of business or branch Pedagogy Skills Language proficiency/ Skills Computer literacy/skills Language Comprehension Speaking Writing Russian German MS Office, Internet Additional information Conferences 2006, October 27. Conference of Siauliai University and Liepāja Pedagogical Academy. The 5th International Scientific Conference "Teacher Training in the 21st Century: Changes and Perspectives" The theory of conflict and practice in multicultural society. International Conference RTTEMA Psychological aspects of personality maturity. International Conference. RTTEMA marts Projects ESF national program project Development of pedagogues further education methodic network Nr. 2006/0129/VPD1/PIAA/06/NP/ / 0001/0504 Latvian Council of Sciences, grant project Reg. Nr Study and education process correlations in the multicultural environment in lower secondary education Professional qualification assessment of pedagogy students RTTEMA Council of sciences, November 21, Board meeting decision Nr. 2 ESF national program Support for professional orientation and career education implementation in the educational system Project Nr.2005/0002/VPD1/ESF/PIAA/04/NP/ /0001/0159 Career education program provision in the educational system Initiative and challenge, common project of Darem University School of Business and Latvian pedagogic higher education institutions DELATE II Project, Vocational pedagogic basic education program implementation in Latvian higher education institution.- PAIC, Change of stress in vocational pedagogic education in Latvia, Lithuania and Finland Jvaskyla vocational education teachers college, LIM Publications E.Volāne, I.Lāce, I.Briška, Self-evaluation in teacher s education in the journal Teacher education ŠU Sakarība starp sākumskolas audzēkħu pašnovērtējumu un konstruktīvu mācīšanos // Decade of Reform: Achievements, Challenges, Problems. R.: Association for Teacher Education in Eirope, The university of Latvia 75

76 Institute of Education and Psychology, lpp Skolēnu pašnovērtējums kā apzināti aktīvas mācību darbības nosacījuma sākumskolā // Teorija un prakse skolotāju izglītībā. R.:RTTEMA, lpp Courses Riga Technical University, Further education study center, 40 hour-course The basics of the development of multimedia study aids Organizational Development in VET Schools Total of 12 study credits Jvaskyla Teacher Education College Jvaskyla Polytechnic Seminars May 17-18, Career consultant professional standard development seminar Educating working seminar under the guidance of a British expert Grace O'Grady (University of Derby) on in the frames of project of ESF national program Support for professional orientation and career education implementation in the educational system December 5-6, 2005.Izglītojošs working seminar under the guidance of Danish expert P.Planta. ESF national program Support for professional orientation and career education implementation in the educational system Career consultant s work at school. Warsaw school No 83. Career consultancy center. November 17, 2005 ONTO Centre Ontopsychology Seminar How to educate a life genius introduction to ontopsychologic pedagogy (24 hours) RTTEMA; University of Latvia, Pedagogy and psychology institute, Seminar The basics of scientific research in pedagogy (16 hours) Bildung,Politik und Gesellschaft im vereinten Deutschland Ost Alademie Luneburg Seminar for the higher education institutions of the Baltic states Innovation in the didactics of higher education institutions LU, Konrad Adenauer Foundation in the Baltic states. (Date) (signature) 76

77 Personal details Name, Surname Irena Miltina Curriculum Vitae Date and place of birth Address Riga, Kurzemes prospekts , LV-1069 Mobile phone Tel Education Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Dates Certificate/ Qualification of special pedagogue with the specialization of pedagogy for children with impaired hearing Adults education center of the University of Latvia Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment Diploma/ Qualification of special pedagogue Liepaja State Pedagogical Institute Diploma/ Specialization of medical doctor s assistant Cesis medical school Employment and professional experience Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Pedagogy Dates Occupation or position /post/ held Docent Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Pedagogy Dates

78 Occupation or position /post/ held Lecturer Name and address of the employer Riga Teachers Institute Type of business or branch Pedagogy Dates Occupation or position /post/ held Teacher Name and address of the employer Riga Teacher Training School No 1 Type of business or branch Pedagogy Dates Occupation or position /post/ held Medical doctor s assistant Name and address of the employer Dobele region. Bērze center of doctor s assistants and midwives Talsi central hospital, Riga 16.PII Type of business or branch Medicine Skills Language proficiency/ Skills Language Comprehension Speaking Writing Russian German Computer MS Word, Internet literacy/skills Additional information Courses The newest in the cooperation of neurologue and speech therapist. Burn-out syndrome Improvement of professional competences of academic staff of Latvian pedagogic higher education institutions in the field of scientific research (in the frames of project Nr.VPD1/ESF/PIAA/05/APK/ /0151/0164) Speech and language disorders and their neuro-physiological basics. Certificate. Program code A , LLA Klucīši skanīši lasītprasmju apguvei. Human potential development and improvement center. Certificate Nr. 2004/ The organizational principles of speech therapist s work and its content. LLA. Certificate Nr Dyslexia and dysgraphy diagnostics and correction. Certificate of qualification improvement. KF Autisms. LLA. Certificate Nr Children with special needs. ISEC. Certificate Course in special pedagogy. Denmark, Odensee. Organizational Member of Latvian Association of speech therapists work Development and accreditation of professional higher education study program Teacher-Speech Therapist, program director Projects Professional career development state agency Catalogue of professions Publications MiltiĦa I. SkaĦu izrunas traucējumi. Riga: RaKa, Trends of scientific research activities MiltiĦa I., Pastare S. Pirmie soĝi logopēdijā. I, II daĝa. Riga: PIAC, Specific features of pre-school child s adaptation in kindergarten Pedagogic process connection of content and organization forms with preschool age children s periodization Student as the assessor of the study process Working folder as facilitator of adults of speech therapist specialization Academic Speech therapy exercises, plays and games 78

79 (Date) Courses Dylaly, correction methodics Alaly and aphasia, correction methodics Speech therapy rhythmics The basics of mother and child s health Introduction to speech therapy Introduction to special pedagogy Specialization speech therapy in pre-school Specialization speech therapy in pre-school and primary school The child with special needs (signature) 79

80 Personal details Name, Surname Rasma Purmale Curriculum Vitae Date and place of birth Address Madonas 25-96, Riga, L V 1083 Mobile phone rpiimada@ijsd.riga.lv Education Dates Title of diploma/certificate/ awarded/ Qualification obtained Name of the educational establishment University of Latvia, Faculty of Pedagogy and Psychology, doctorate studies Dates Title of diploma/certificate/ awarded/ Diploma of master in pedagogy Qualification obtained School management Name of the educational University of Latvia, Faculty of Pedagogy and establishment Psychology Dates Title of diploma/certificate/ awarded/ Diploma / Lecturer of pedagogy and psychology, Qualification obtained educator Name of the educational Liepaja State Pedagogical Institute, Faculty of preschool pedagogy and establishment psychology Employment and professional experience Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Pedagogy Dates Occupation or position /post/ held Senior specialist Name and address of the employer Riga Kurzeme region, School Administration Department Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga pedagogues education centre /PIAC/ Type of business or branch Pedagogy 80

81 Dates Occupation or position /post/ held Director of Riga pre-school education institution MadariĦa Name and address of the employer Riga, Dagmāras 6 Type of business or branch Dates Occupation or position /post/ held PII MadariĦa (6. b/d), educator Name and address of the employer Riga, Dagmāras iela 6 Type of business or branch Pedagogy Dates Occupation or position /post/ held Riga 8-year-school No 13, teacher Name and address of the employer Type of business or branch Pedagogy Skills Language proficiency/ Skills Language Comprehension Speaking Writing Russian X x x English X x German X x x Computer MS Office, Internet literacy/skills Other Skills B category driver s license Additional information Internship France On the activity principles of secondary school lyceums, study programs Courses the child s creative self-expression, facilitating factors Courses Courses The child as personality. Teacher explorer and promoter of child s development Courses Internet, its use, development of home page and October 30, 2002 Courses Self-created games January December, Soros foundation in Latvia-financed project of the Center of Philosophy Philosophy for children October November, Courses The child as researcher August, Sorosa fonda Course Soli pa solim The realization of the physical I, its development (methods and practice of correctional exercises) January, Course Innovation in Pre-school , The approach of the wholeness in the acquisition of writing and reading skills Valmiera pre-school teacher, primary school teachers , The approach of the wholeness in the acquisition of writing and reading skills Cēsis pre-school teacher, primary school teachers 2002./2003. students of the Ministry of Education and Science of the Republic of Latvia, ISEC The approach of the wholeness in the acquisition of writing and reading skills, The cooperation of pre-school with parents, Humanism in pedagogical process in pre-school, Individualization in pedagogic process 2002./2003. University of Latvia, PPI, presentation of doctorate students presentations The child as a value in adults value system. 81

82 Conferences December Latvia, Liepāja Formation of child s personal identity. March, Estonia Pernava The child with special needs Latvia RTTEMA Child s education in democratic society. April 18, International Conference of pestalotion schools in Jūrmala (Germany, Switzerland) January, University of Latvia, international (Germany, Switzerland, France) 4. academic conference December 3.-4, 1998 International Conference Family education Organizational g RTTEMA Conference Child s education in democratic society work leading the working group Pre-school education institution s working forms in cooperation with parents Soli pa solim program Atvērtā skola. Conference Integration of minority children in pre-school education process. Leading working group Link between the kindergarten and family, parents participation in children s processes of ethnic integration, article presentation Bilingual education organization in preschool August Forum of educational workers. Leading working group Cooperation of the educational institution with parents ; article presentation December Soros foundation in Latvia project Atvērtā skola, sub-project Bilingual education in pre-school : development and management in cooperation with T.Zirina RTTEMA Scientific methodic conference The pre-school and primary school teacher on the verge of XXI century - article Pre-school education conception. Projects X Latvian language methodic aid for pre-school Atvērtā skola Publications Holliskā pieeja lasītskills apguvē. // Psychology pasaule /09. Bērns kā cilvēktiesību subjekts pirmsskolā (R.Purmale, D.Dzintere, T.ZīriĦa). RTTEMA Zinātniskie raksti IV, Bērnu savstarpējās attiecības jaukta vecuma grupā kā krīžu pašregulētājas. //Skolotājs.2002.IX Directions of scientific research Dažāda vecuma bērnu grupa kā bērnu sociālās inteliăences veidotāja, Liepāja, Starptautiskās Conferences Writing krājums Bērns kā vērtība pieaugušo vērtību sistēmā LU PPI zinātnisko Writing krājums, 2001.gads Child as a subject of human rights in the family and at pre-school Contemporary family and child in contemporary family National kindergarten Children s goodness and formation of activity in mutual relationships in a mixed age group Formation of a mixed age group and basic principles of activity Philosophy for children Pre-school institution s cooperation with parents Child s and parents inclusion/ adaptation/ conditions of pedagogic psychological environment (Date) (signature) 82

83 Personal details Curriculum Vitae Name, Surname Vladislava Ursulska Date and place of birth Address Vīlipa 6 70, Riga, LV - 10 Mobile phone pirmsskola@rpiva.lv Education Dates Title of diploma/certificate/ awarded/ Diploma/ Master degree in pedagogy Qualification obtained Name of the educational establishment University of Latvia Dates Title of diploma/certificate/ awarded/ Diploma/ Philologist, teacher of the Latvian language Qualification obtained and literature Name of the educational establishment University of Latvia, Faculty of history and philology Employment and professional experience Dates Occupation or position /post/ held Docent Name and address of the employer Riga Teacher Training and Educational Management Academy Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga Teachers Institute Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer Name and address of the employer Riga teacher training school No 1 Type of business or branch Pedagogy Dates Occupation or position /post/ held Methodist Name and address of the employer The Ministry of higher and secondary education, office of study methods Type of business or branch Pedagogy Dates Occupation or position /post/ held Educator Name and address of the employer Riga 215 b./d. Type of business or branch Pedagogy Dates Occupation or position /post/ held teacher of the Latvian language and literature Name and address of the employer Riga secondary school No 25 Type of business or branch Pedagogy 83

84 Skills Language proficiency/ Skills Language Comprehension Speaking Writing Russian x x x German x x x Additional information Internshop Tempus program Teaching the mother tongue. Courses Improvement of professional competences of academic staff of Latvian pedagogic higher education institutions in the field of scientific research (in the frames of project Nr.VPD1/ESF/PIAA/05/APK/ /0151/0164) Seminar LVAVP Teaching the Latvian language to foreigners (Since per year) Little Academy Course for managers and professional education specialists 1990 Courses for teaches of the Latvian language and literature 1984., 1990, 1996 Conferences XII International creativity conference Creativity as a personality feature International conference The Latvian language in higher education Publications V.UršuĜska, A.Larsena Literāro darbu iespējas vecākā pirmsskolas vecuma bērnu radošās darbības sekmēšana.// Zinātnisko Writing krājums Radošā personība (iesniegts publicēšanai). Organizational Senate commission for personnel and structures activities RTTEMA Senate RTTEMA secretary of the Constitution RTTEMA Faculty of Pedagogy, the board Director of professional bachelor study program Teacher, sub-program Pre-school and primary school teacher director Young teachers club Projects Project of the Ministry of Education and Science of the Republic of Latvia Study program self-assessment a means of improving the quality of study process. ESF Project RTTEMA pedagogic practice for future pre-school education and primary school teachers. LVAVA Project Study aid for the acquisition of the Latvian language at preschool. Education of the unemployed persons with higher pedagogical education in the Second level short cycle professional study program Pre-school education Academic Courses Directions of scientific research teacher Bilingualisms, the basics of bilingual education The history of the Latvian language Children s literature The basics of home education The Latvian language in minority pre-school and primary school The teaching methods of the Latvian language in minority lower secondary school. Bilingual education in minority pre-school facilitator of Latvian language skills. Teaching the Latvian language as a foreign language in minority kindergartens The connection of pedagogic process content and organizational forms with 84

85 pre-school age children age periodization Business research The communicative character of teaching Latvian at primary school. _. (Date) (signature) 85

86 Personal details Name, Surname Inese Urpena Curriculum Vitae Date and place of 1951, Jūrmala city birth Address Semafora 10, Jūrmala LV-2008, Mobile phone Education Dates Title of diploma/certificate/ awarded/ Master of engineering in computer sciences Qualification obtained Name of the educational establishment Riga Technical University, Institute of business computer systems Dates Title of diploma/certificate/ awarded/ Qualification of engineer-mathematician Qualification obtained Name of the educational establishment Riga Polytechnic Institute, Faculty of automatics and calculation mechanics, Specialist of electronic calculation machines Employment and professional experience Dates Occupation or position /post/ held Head of Information technology Department Name and address of the employer RTTEMA Type of business or branch Dates Occupation or position /post/ held Dean of the Faculty of Economics and Management Name and address of the employer RTTEMA Type of business or branch Dates Occupation or position /post/ held Head of the Department of Informatics Name and address of the employer RTTEMA Type of business or branch Dates Occupation or position /post/ held Lecturer Name and address of the employer RTTEMA Type of business or branch Pedagogy Dates Occupation or position /post/ held Lecturer of the Department of Computers Name and address of the employer Riga Business School Type of business or branch Pedagogy Dates Occupation or position /post/ held Students calculation center, senior specialist Name and address of the employer Riga Technical University, Faculty of Radio technologies and communications 86

87 Type of business or branch Dates Occupation or position /post/ held Assistant of the Department of Mathematical provision, senior lecturer Name and address of the employer Riga Technical University, Faculty of automatics and calculation technologies Type of business or branch Skills Language proficiency/ Skills Computer literacy/skills Language Comprehension Speaking Writing Russian x x x German x x x Word, Outlook, Excel, Access etc. Additional information Seminars IBM Seminar. Accelerating Global Software Delivery Microsoft Seminar. Microsoft Academic Day Academic Week, Pädagogische Akademie Krems, Austria, Seminar Introduction to e-studies, methods and technologies, Riga Technical University, Further education center, Seminar Didaktik. Lehren un Lernen in der Lehrerbildung A Socrates European Module. LU, Pedagogy un psychology Faculty of, Courses Course Didactics of higher education institutions. Theory and practice, University of Latvia, Institute of pedagogy and psychology. The basics of development of multimedia study materials, Riga Technical University, Further education center Association of Virtual Education, 1 st working conference Opportunities and solutions. Business higher education institution Turība, 3. November, 2001 Small Academy, Faculty of Pedagogic mastery (8 credit points). Course Presentation Skills, Business education centre. Conferences Conference Microsoft Academic Days in Prague. Conference Baltic Seminar of University Administrators. Tartu, 2002, Publications Urpena I, Elements and Aspects of Virtual Education in Teacher Training at RTTEMA, Latvia. //Academic Week, Pädagogische Akademie Krems, Austrija, Maslo I., Andersone R., Urpena I, Mācību metodes un jaunās informācijas tehnoloăijas education iestādēs. // Latvijas education vadītāju forums '98 par education stratēăiskās programmas "Education " realizēšanu. Organizational work Riga, ,6.augusts. Virtual education association representative in RTTEMA and individual member Participation in the corporation of the University of Latvia Imeria, starting with the first days of renewal after April 12, 1990 (Date) (signature) 87

88 Annex 3 Descriptions of study courses 88

89 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Topical issues in pedagogy Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 3 credit points, 4,5 ECTS. Author of the course and lecturers. Mg.paed., doc. Inguna Lāce Aim of the course. To facilitate students understanding of the development tendencies of pedagogic findings and organization of the pedagogic process in compliance with the requirements of child-centered approach Estimated result understanding of the correlations of the organization of the pedagogic process in compliance with child s development necessities to facilitate the skill of analyzing pedagogic theories and develop the conception of personal pedagogy; to arouse students necessity for pedagogic reflection and self-improvement, offering corresponding methods of activities. Course content. No Theme The essence of the pedagogic process, the components of the pedagogic process, their mutual correlation Contact classes Part-time studies Students individual work in hours Part-time studies Pedagogic forecasting Organizational correlations of the pedagogic process Analysis of the determining components of 2 5 pedagogue s activities 5. The characterization of the activity and actions of teacher and schoolchild; cooperation and interaction in different phases of schoolchildren s development The understanding of schoolchild s wishes and needs and respect for them. The development of schoolchild s self-realization and self-regulative skills in the aspect of rights and duties 7. Pedagogic mastery, development opportunities of pedagogic mastery and professionalism 8. The assessment of the results of the pedagogic process and self-assessment. The assessment of teacher s pedagogic activities

90 9. The specific nature of study process organization in the starting phase of basic education of different alternative schools (Waldorfschool, Montesori school, Jenasplan school, Frenet school etc.) 10. The essence of the entity approach and its realization in speech therapist s work 11. The necessity of pedagogues purposeful and coordinated activities to ensure successful results of work Planning of individual work. No Theme Working form Assessment form 1. Analysis of documents determining Group work analysis of the pedagogue s work offered material according to a certain model Group control 2. Pedagogic forecasting Group work Group control 3. The characterization of the activity Group work development of Group control and actions of teacher and presentation, based on prior tasks schoolchild; cooperation and interaction in different phases of schoolchildren s development 4. The understanding of schoolchild s wishes and needs and respect for them. The development of schoolchild s self-realization and self-regulative skills in the aspect of rights and duties 5. Pedagogic mastery, development opportunities of pedagogic mastery and professionalism 6. The assessment of the results of the pedagogic process and selfassessment. The assessment of teacher s pedagogic activities. 7. The specific nature of study process organization in the starting phase of basic education of different alternative schools (Waldorfschool, Montesori school, Jenasplan school, Frenet school etc.) 8. The essence of the entity approach and its realization in speech therapist s work 9. The necessity of pedagogues purposeful and coordinated activities to ensure successful results of work Group written work development of education plan, based on the offered pedagogic problem i Development of individual profession-program based on the offered model Development of assessment criteria and indicators, based on the given tasks Analysis of theoretical literature Individual written work summary of one class Speech therapist s working plan for the cooperation with teachers and parents Group control Individual control Individual control Self-control Individual control Individual control Assessment for of study course acquisition. Finishing the study course students pass an exam with a differentiated assessment. The final assessment in the study course : Topical issues in 90

91 pedagogy is gained summarizing practical exercises and points acquired for individual work and examinations. Course language Latvian Literature. Obligatory literature: 1. Prets D.Education programmu pilnveide. R.: Zvaigzne, 2000 Suggested literature: 1. BaldiĦš A., Raževa A. Skolas un ăimenes sadarbība. Pētergailis, lpp. 2. BeĜickis I. Alternatīvās education teorijas, - R.: RaKa, BērziĦa I. Skolas darbības izvērtēšana SIA RaKa, R., Giesecke H. Wozu ist die Schule da? Die neue Rolle von Eltern und Lehrern. 2. Aufl. Stuttgart: Klett-Cotta, KrastiĦaE, Pipere A Mācību sasniegumu pašizvērtēšana. R.RaKa, Lihačova I. Kvalitatīva skolas attīstība. R., RaKa, Maslo E. Mācīšanās spēju pilnveide. R.: RaKa, Potthoff W. Einführung in die Reformpädagogik. Von der klassischen zur aktuellen Reformpädagogik. 3., akt. u. erw. Aufl. Freiburg: Reformpädagogischer Verl. Jörg Potthoff, Skalberga A. Audzinātāja grāmata. R.: RaKa, Skolotāja rokasgrāmata. Aktīvās mācību metodes un demokrātiskas skolas vides veidošana. Rigas Skolotāju education centrs, ŠiĜĦeva L., Eglīte E. Kas ir problēmbalstīta education. R, RaKa, Vilkaste A Skolas ilgstspējas attīstības plānošana. R., RaKa, Periodical used: Sākums Skolotājs Psiholoăijas pasaule Special remarks. The acquisition of the course of pedagogy in the frames of prior higher education CONSIDERED General Pedagogy Department Meeting, 200 Department Director 91

92 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Title of study course. The basics of rhetoric Study course description Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Mg.paed. lect. Silvija Geikina Aim of the course. To facilitate the formation of humane-orientated personality, help to understand rhetoric as a general and social cultural feature of personality, cultivate the skill of expressive speech which is useful to both a person and teacher. Estimated result. The course of rhetoric introduces to notions and categories: the essence of rhetoric, orator s art, including the characteristic features of pedagogue s personality. The course is intended to give an overview of some issues of communication un the course of public monologue; of psychological and logic barriers and possibilities of overcoming them. Students receive a review on rhetoric in different eras; on the diversity of public speech nowadays, as well as skills are developed in public speech. Course content. No Theme The essence of rhetoric. Rhetoric as science and study course. The traditions of classical rhetoric. Rhetoric in the contemporary changing world. Planning the public monologue and composition. Orator s, as well as pedagogue s, characteristic personality traits The issues of speech culture and technique. The significance of correct articulation and clear diction. The specific features of public presentation. Public speech as a means of influence. The mutual perception of the speaker and listener. The essence of communication, its types and sub-types. Psychological and logical barriers in communication in the course of public speech. Non-verbal communication. Communication styles. Contact classes Part-time studies Students individual work in hours Part-time studies Planning of individual work. No Theme Working form Assessment form 1. How would you explain the words: Report on Defense of the,,presentation skills? the chosen report 2. What is in your opinion the attitude towards theme 92

93 rhetoric nowadays? Put down your observations on contemporary politicians speeches in Saeima and in different meetings. Put down your observations on teacher s art of speech. How would you explain the expression:,,speech is the person in general? Find examples characterizing the attitude of language users towards the correct speech and the purity of language! Put down your reply to the question:,,is the Latvian language endangered?. Assessment for of study course acquisition. Examination. Course language Latvian Literature. Obligatory literature: 1. Alekse I. Runātprasme. R. RaKa, Geikina S. Retorikas pamati. R. Raka, Hindls T. Prasme uzstāties. R. Zvaigzne ABC, KĜaviĦa S. Valodas daba. R. Lielvārds, Kušėis J. Saskarsmes būtība. R. Zvaigzne ABC, Mācību līdzeklis Saskarsme. R. Jumava, Ričards D. Ptrasme sazināties un apstāties. R. J.Rozes apgāds, 2002 Suggested literature: 1. Apele A. Runas māksla. R., Cook J.S. Elements of Speechwriting and Public Speaking. USA Dance F.E.X. Jak-Dance C.C. Public Speaking. USA Ediers Dž. Efektīva komunikācija. R., Latiševs V. Lietišėas sarunas lietišėie kontakti. R Līsijs Tiesas runas R., Monkhouse Bob Just say a few words The complete speakers handbook Revised and expanded edition Lennard Publishing Rozenbergs J. Latviešu valodas stilistika. R., Михаиличенко М.А. «Риторика» М Тулещина С., Игнатъева Л., Куриниеце П. «Школъная риторика» R. Zvaigzne ABC, Ивин А.А. «Риторика. Искуство убеждатъ» М Клюев Е.В. «Риторика» М CONSIDERED General Pedagogy Department Meeting, 200 Department Director 93

94 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. The methods of pedagogic research Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Dr. phil., doc. OĜegs Pavlovs Dr.paed., assoc.prof. Maruta Sīle Aim of the course. To acquire the basic knowledge and skills in the educational process and its subjects organizing and implementing research Estimated result. The study result is the development of students gnostic and constructive competences enabling them to carry out versatile independent analysis of educational problems Course content. Course thematic planning. No Theme Contact classes Students individual work in hours Part-time studies 1 Research Methodology. Problem Cognition methodology. Conception Analysis of problem situation 1.3. Research object and subject, its limits Part-time studies 3 Research logics and categories Analysis of determinants and keywords 2.2. Theme, goal, tasks, hypotheses 2.3. Planning. Studies of theories Methods of empiric research qualitative and quantitative methods 3.2. Mathematic statistics. Scales. Research basis and selection Observation and document analysis Ability tests Text methods 4.2. Research of schoolchildren s character and abilities 4.3. Test of intellectual and professional abilities Planning of individual work. No Theme Working form Assessment form 1 Scientific article Individual work as an examination Defense of presentation component 2 Development of research Individual work Test 94

95 introduction on the chosen master s theses 3 Development of questionnaire Individual work Test 4 Testing training Individual work Test Assessment for of study course acquisition. Examination Course language Latvian Literature. Obligatory literature: 1. Albrehta, Dzidra. Pētīšanas metodes pedagoăijā : metodiska izstrādne. R., Brinėis, Gunārs. Socioloăisko pētījumu organizēšana un metodika.- R.: LSPA, GalviĦš, Jānis. Matemātiskās statistikas metožu izmantošana skolas vadības darbā// Skolvadība. R., Geidžs N.L.,Berliners D.C. Pedagoăiskā psychology. R., Geske A.,Grīnfelds A. Education pētījumu metodoloăija un metodes. R., Lasmanis A. Pedaăoăijas un psychology pētījumu plānošana un norise. R., Markāne I.,Hamčanovska I. Aptauju izmantošana vides izglītībā. R., Raščevska M., Kristapsone S. Statistika psychology pētījumos. R., Žurnāls Skolotājs, Suggested literature: 1. BaldiĦš A., Raževa A. Klases audzinātāja darbs skolēnu personības izpētē. R., Pavlovs O. Socioloăiskā pētījuma datu zinātniskās analīzes pamatnoteikumi. 3. Mikuda S. Novērošanas metode.// Mākslinieciskā kolektīva loma personības audzināšanā. R., Lasmanis A. Datu ieguves, apstrādes un analīzes metodes Pedagogy un psychology pētījumos. - R.,1999. Markova A. IzziĦas motīvu veidošanās skolēnu vecumā. R., ŠkoĜĦikova T. Zinātniskā pētījuma metodoloăija un metodika sporta pedagoăijā. R., Interneta datu bāze pasaules pedagoăisko žurnālu Writing un konferenču publikāciju kopojums ERIC Address - http: // ericir. syr. edu / 7. R. Lanzen. Erziehungstheorie.: Ein Grundkurs. Bonn, Gall M.D., Borg W.R., Gall J. P. Educational Research. An Introduction. Longman Publischers, the USA, Воспитательный процесс : изучение эффективности [Методические рекомендации]. М., Рогов Е. И. Настольная книга практического психолога в школе. 1 и 2 ч. М., Фридман Л.М.. Изучение личности учащегося и ученических коллективов.- М., CONSIDERED Music and Dance Pedagogy Department Meeting, 200 Department Director 95

96 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Title of study course. Special pedagogy Study course description Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Dr.paed. Sarmīte Tūbele Mg.paed. Irena Miltina Aim of the course. Give students an idea of Special pedagogy as a branch of science, its subsectors and place in the system of the science of pedagogy starting with the kindergarten with various special needs, peculiarities, learning and integration opportunities in the contemporary society. Estimated result. To give an opportunity to develop understanding about children s development disorders, factors determining them, peculiarities, expressions and develop the skill to assess the difficulties caused by disorders in the family, at school, in society. To improve analytical skills studying the emotional world of children with special needs; possibilities of correction, integration in society, as well as the role of family, school and society. To improve the attitude towards children with special needs, activate teacher s role in the processes of correction, compensation and socialization. Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. The science of special pedagogy, historic development Sub-sectors of special pedagogy, connection with other 1 4 sciences 3. The child with special needs in the family, at school, in 1 4 society 4. Special education, its philosophical basis in Latvia and 1 4 worldwide 5. Children with heavy communication disorders Light, medium, heavy and deep mental disorders 1 4 characterization 7. The causes of disorders, possibilities of correction, 1 4 compensation; socialization 8. Children with learning disorders, criteria for differentiation 1 4 of disorders. 9. Children with speech disorders, criteria for differentiation of 1 4 disorders. 10. Children with light, medium, heavy and deep hearing

97 disorders 11. Children with sight disorders. Inner world Children with behavior problems, social aspect Children with complicated primary disorder. Inner world Children with motion disorders, learning environment Children with specific development disorders, language 1 4 disorders 16. Gifted and talented children Planning of individual work. No Theme Working form Assessment form 1. ~ 35 different optional themes for the report Report at a seminar preparation of reports for seminars 2. ~ different optional themes for the preparation project work project work Defense of the paper Assessment for of study course acquisition. Examination with differentiated assessment Course language Latvian and possibly English Literature. Obligatory literature: 1. Baka A., Grunevalds K. Grāmata par aprūpi. R.: Preses Nams, LiepiĦa S. Speciālā psiholoăija. R.: RaKa, Smita K., Strika L. Mācīšanās traucējumi: no A līdz Z. R.: RAKA, Tūbele S., Šteinberga A. Ievads speciālajā pedagoăijā. R.: RaKa, Раттер М. Помощь трудным детям. М.: Kirk, Gallagher. Educating exceptional children. 6 edit. Boston: houghton Mifflin Company. 7. Steinberg D.D. An introduction to psycholinguistics. London NY.: Longman, Varma V. The inner life of children with special needs. London: Whurr Publisher Ltd, Skola visiem. Palīgs pedagogiem, psihologiem un vecākiem. R.: Skolu atbalsta centrs, Ieteicamā literatūra 1. Выготский Л.С. Основы дефектологии. СПб.: Лань, Гонеев А.Д., Лифинцева Н.И., Ялпаева Н.В. Основы коррекционной педагогики. М.: Аcademia, Шипицина Л.М. Необучаемый ребёнок в семье и обществе. Социализация детей с нарушением интеллекта. СПб.: Дидактика плюс, Roku rokā. Latvijas Portidžas mācībsistēmas asociācija. 5. Exceptional Children. U.S.A. 6. Дефектология. Научно - методический журнал. Москва. 7. Воспитание и обучение детей с нарушениями развития. Москва. (Studentiem tiek iedots literatūras saraksts ar ~ 75 vienībām) CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 97

98 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. The contemporary standard Latvian language Title of study program. Short-cycle professional study program Teacher-Speech Therapist Study section. Part B Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Dr.philol., prof. Viktorija Kuzina Aim of the course. To stress the role of the mother tongue as a national component dominant of the educational content, cultivate and sharpen students language as a weapon of pedagogic work, thus facilitating the development of their pedagogic mastery and increasing the effectiveness of their further work. To provide the characterization of language means, widen students experience in text composition (in speech likewise in writing). With the help of students as further pedagogues to influence the state of the Latvian language culture. School actually is the only means enabling the involvement of linguistic findings and suggestions in school practice and protect the Latvian language from the brutal foreign impression. Estimated result Understanding of the mother tongue as human potential and value, its use according to the norms of the standard language, acquisition of morphological, syntactical and morphemic analysis. Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. The notion of the standard language The development of the Latvian standard language Dialects The guards of the Latvian standard language The elements of language structure The essence and functions (word meanings, word 2 6 classifications) 7. Grammar: Morphology Parts of speech (noun, pronoun, numeral, pronoun, 1 6 verb, etc.) 9. Grammar: Syntax Sentences, structure of sentences Syntax of a simple sentence Syntax of a composite sentence Planning of individual work. 98

99 No Theme Working form Assessment form 1. The notion of the standard Seminar Discussion language. 2. The development of the Latvian standard language. Seminar Presentation of report 3. Dialects. Seminar Presentation of report 4. The guards of the Latvian Seminar Report standard language. 5. The elements of language Lecture Discussion structure. 6. The essence and functions (word Seminar Report meanings, word classifications) 7. Grammar: Morphology Lecture Report 8. Parts of speech (noun, pronoun, Seminar Brainstorm numeral, pronoun, verb, etc.) 9. Grammar: Syntax Lecture Report 10. Sentences, structure of Lecture Report sentences. 11. Syntax of a simple sentence Seminar Discussion 12. Syntax of a composite sentence Seminar Discussion Assessment for of study course acquisition. Examination oral and written Course language Latvian Literature. Obligatory literature: 1. Ceplīte L., Ceplītis B., Latviešu valodas praktiskā gramatika, R., Rozenbergs J. Latviešu valodas praktiskā stilistika, II d., Morfostilistika, R., Rozenbergs J. Latviešu valodas stilistika, R., Latviešu valodas pareizrakstības un pareizrunas vārdnīca, R., D.GuĜevska, A.Miėelsone, T.Porīte. Latviešu valodas pareizrakstības un pareizrunas rokasgrāmata. R., Suggested literature: 1. A.Laua. Latviešu leksikoloăija. R., Mūsdienu latviešu literārās valodas gramatika, I II d., R., CONSIDERED Languages Department Meeting, 200 Department Director 99

100 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Development psychology Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Doc., Dr. psych. V. Romenkova Assoc. prof., Dr. psych. T. ZīriĦa Aim of the course. Provide knowledge on child s development in ontogenesis and entity, on the essence of personality development, factors and conditions. Estimated result. Students ability to explore the influence of the environment on personality development. To interpret correctly the acquired information on child s development. Students ability to express own thoughts and opinions with certainty The ability to choose the study activity corresponding to the learners experience and age group. Course content. Course thematic planning No Theme The beginnings of development psychology The significance of heredity and environment in development The powers directing psychic development The periodization of age groups in the opinion of different authors The theory of child s culture historic development The indicators of children s development Normative crises in children s development Part-time studies Contact classes Part-time studies Students individual work in hours Part-time studies Part-time studies Planning of individual work. No Theme Working form Assessment form 1 Conceptions of personality Oral replies to the questions put Reports development 100

101 2 Theories of socialization Working folder Self-control 3 Theory of moral development Working folder Self-control 4 Psychological characterization Child s characterization Group of child s development discussion 5 Theory of intellectual Individual work, development of Self-control development model Assessment for of study course acquisition. Student is admitted to the examination if al the papers are submitted and seminars attended. The assessment of the examination reflects student s competence in each of the course topics. In the examination the student replies to questions in each of the course topics. Thus all the students report on each of the topics. Course language Latvian Literature. Obligatory literature: 1. Adlers A. Psiholoăija un dzīve. R.: IDEA, Boulbijs Dž. Drošais pamats. R.: Rasa ABC, Kembels R. Kā patiesi mīlēt savu bērnu. R.: Svence G. Personības attīstības psiholoăija. R.: Vārti, Plotnieks I. Psiholoăija ăimenē. R.: Zvaigzne, Suggested literature: 1. AvotiĦš V., Prindule L., Upmane L. Bērnu attīstība mācību un audzināšanas procesā. R.: Zvaigzne, Božoviča L. Personība un tās veidošanās skolas gados. R.: Zvaigzne, Gustavsons L.H. Bērnu tētis. R.: Zvaigzne ABC, Meikšāne Dz. Psiholoăija mums pašiem. R.: RaKa, Smita K., Strika L. Mācīšanās traucējumi: no A līdz Z. R.: RaKa, Students J.A. Bērna, pusaudža un jaunieša psiholoăija. R.: Aut.izd., Špalleka R. MāmiĦ, vai tu mani mīli? R.: Preses nams, Štāls M. Audzināšana un mācīšana agrā bērnībā. R.: Valters un Rapa, Mussen P.H., Conger J.J., Kogan J., Huston A.C. Child Development from birth throught Adolescence. 2 nd ed. Engewood Cliffs, New Jersy, CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 101

102 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Information and communication technologies Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Mg. eng., lecturer Inese Urpena Aim of the course. To update the informatics knowledge acquired at school according to the requirements of the study course, prepare students for the use of information and communication technologies according to the requirements of the European computer skill certificate. Students have to reach such a level of understanding and skills by which the computer is perceived and freely used as a means of information processing and communication. Estimated result. Students are able to practically apply information and communication technologies working in different constantly changing information environment; know how to apply the computer as a means of communication and information acquisition. Students acquire analytical and creative approach, understanding of ethical norms working in virtual communication environment. Course content. Course thematic planning No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. Computers in information processing, the technique of 1 4 correct and fast typing 2. MS Windows environment configuration, configuration, file 2 4 management 3. Text editing tool MS Word: 3.1. text and paragraph formatting; paragraph alignment and creating multi-level list; possibilities if tabulation and creation of tables text shading and bordering, object insertion Data processing tool MS Excel: 4.1. preparation of calculation tables, types of data; calculation according to formulas; designing and editing diagrams; the notion of database The preparation of a simple presentation Search for information and communication possibilities in Internet (explorer program Internet Explorer) Planning of individual work

103 No Theme Working form Assessment form 1. Text formatting according to the tasks Group work Defense of the work 2. Elaboration of presentation on a certain topic Project work Defense Assessment for of study course acquisition The acquisition of the study course is planned for one semester, assessment examination. The tasks evaluated with marks are made up in the following way. For each student to have a possibility to justify own knowledge and skills at all levels of difficulty of the particular assignments. (assessment according to 10-grade system). Course language Latvian Literature. Obligatory literature: 1. Datorzinību pamati. Pirmie soĝi pie datora./ V.Vēža red. Riga: Mācību grāmata, lpp. 2. Datorzinību pamati. Teksta redaktors Microsoft Word./ V.Vēža red. Riga: Mācību grāmata, lpp. 3. Datorzinību pamati. Elektroniskās tabulas./ V.Vēža red. Riga: Mācību grāmata, lpp 4. Datorzinību pamati. Prezentācijas materiālu sagatavošanas pakete Microsoft Power Point./ V.Vēža red. Riga: Mācību grāmata, lpp 5. Datorzinību pamati. Datortīkli un interneta pakalpojumu izmantošana./ V.Vēža red. Riga: Mācību grāmata, lpp Suggested literature: 1. Murāne I. Ar Internet uz Tu. Riga: Datortehnika, lpp. 2. Sataki K. Microsoft Windows 95 ikvienam. Riga: Computer Land, lpp. 3. Sataki K. Microsoft Word ikvienam. Riga: Computer Land, lpp 4. Niedrīte l. Microsoft Excel 5.0 lietpratējiem. Riga: Computer Land, lpp 5. Pakalne I. un Rigas Valsts 1.ăimnāzijas skolēni un absolventi. Lasāmā grāmata informātikā. Riga: Mācību grāmata Microsoft produktu mācību materiāls: CONSIDERED Meeting of Department of Scienes and Informatics, 200 Department Director Asoc.prof. Dr.biol.. J.Porozovs 103

104 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. The physiological basics of speech anatomy, pathology Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers.. Dr. biol.assoc. prof. J. Porozovs. Aim of the course. To improve students knowledge on speech apparatus peripheral and central parts, analyze the speech perception speech motion apparatus functional bonds, increase students pedagogic competence and create the motifs of their professional activities. Estimated result. Knowledge on speech apparatus peripheral and central organs. Knowledge on the sensory system of hearing and main structures of nervous system. Understanding of correlations between the speech perception and speech motion apparatus. Ability to understand the causes of pathology. Course content. No Theme Contact classes Part-time studies Students individu al work in hours Part-time studies 1. The functional language system Peripheral speech organs (breathing organs, organs producing the 2 5 voice, speech articulation organs). Speech disorders by the peripheral speech organ disorders 3. Sensory systems, the general principles of their activities The sensory system of hearing, the peculiarities of its composition 1 6 and functioning 5. Classification of nervous system. Peripheral nervous system. 2 6 Cerebra nerves. The connection of brain nerves with the function of speech. 6. Central nervous system. Spinal cord. Cerebra, its partitions The peculiarities of child s age phases development Speech development by different child s age phases Speech disorders by different disorders of nervous system Speech disorders by cortical disorders of local cerebral 2 5 hemispheres 11. The causes of speech disorders and their peculiarities The correction of speech disorders Planning of individual work. 104

105 No Theme Working form Assessment form 1. The peculiarities of child s age phases Individual work Individual control development 2. Speech development by different child s Individual work Individual control age phases 3. The causes of speech disorders and their Individual work Individual control peculiarities 4. The correction of speech disorders Individual work Individual control Planning of individual work. Examination. The assessment takes into consideration the performance of individual work during the study process Course language Latvian Literature. Obligatory literature: 1. Apinis P. Cilvēks: Anatomija, fizioloăija. Patoloăijas pamati. - Riga: JāĦasēta, KoĜesĦikovs N. Cilvēka anatomija. - Riga: Zvaigzne, Valtneris A. Cilvēka fizioloăija. Riga: Zvaigzne ABC, Хомская Л. Нейропсихология. Москва, Suggested literature: 1. Baka A., Grunvalds K. Grāmata par aprūpi. Riga, Ellis W. Human cognitive neuropsychology. London, Fleminga I. ZīdaiĦa attīstība un attīstības traucējumi. Riga: Zvaigzne ABC, Koidels H. Bērnu slimības. Riga: Zvaigzne ABC, MiltiĦa I., Pastare S. Pirmie soĝi logopēdijā. I un II daĝa. Riga, CONSIDERED Meeting of Department of Scienes and Informatics, 200 Department Director Asoc.prof. Dr.biol.. J.Porozovs 105

106 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Introduction to neuropathology. Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers.. Dr. biol. assoc. prof J. Porozovs. Aim of the course. To provide the student with the basic knowledge on the methods of examination of nervous system and symptomatology widen the understanding of the future pedagogues of the child s health examination and development diagnostics. Estimated result. Understanding of the methods of examination of nervous system. Knowledge on the basic symptoms of neuropathology Knowledge on the sicknesses of nervous system. Understanding of the of child s health examination. Ability to recognize the causes of pathology. Course content. No Theme Contact classes Students individua l work in hours Part-time studies 1. Neuropathology. Characterization of anomalous children The study of the activity of nervous system The basic neuro-pathological symptoms 1 5 Part-time studies 4. The cortical disorders of the highest functions of large cerebral 1 5 hemispheres 5. The sicknesses of nervous system. The chromosome sicknesses. Inherited 2 5 disorders of metabolism 6. Neuro-infectional sicknesses Cerebra trauma Peculiar disorders of cerebral circulation of blood Hydrocephaly. Microcephaly. Epilepsy Psychogenous disorders of children. Neuroses. Psychopathia Post-traumatic stress-genic factors The peculiarities of age phase psychogenic factors Planning of individual work. No Theme Working form Assessment form 1. Cerebra trauma. Individual work Individual control. 2. Peculiar disorders of cerebral circulation of blood Individual work Individual control 3. Post-traumatic stress-genic factors Individual work Individual control 106

107 4. The peculiarities of age phase psychogenic factors. Individual work Individual control Assessment for of study course acquisition. Examination. The assessment takes into consideration the performance of individual work during the study process. Course language Latvian Literature. Obligatory literature: 1. Badaljans L. Neiropatoloăija. Maskava, EniĦa Ă., GodĜevska, Smeltere. Neiroloăiskie sindromi: SmadzeĦu garozas un VNS bojājumi. Riga, Gedžs N.L. Pedagoăiskā psiholoăija. Riga: Zvaigzne ABC, Suggested literature: 1. Burjeva V. Psihogēnie traucējumi bērniem un pusaudžiem. Maskava, EniĦa Ă., BērziĦš J., PuriĦš I. Nervu sistēmas slimības. Riga, Ruso N.F., Borns L.E. Psiholoăija. I-IV daĝa. Riga: RaKa, CONSIDERED Meeting of Department of Scienes and Informatics, 200 Department Director Asoc.prof. Dr.biol.. J.Porozovs 107

108 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Speech therapy in pre-school Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 9credit points, 13,5 ECTS. Author of the course and lecturers. Mg. paed. Irena Miltina Mg.paed. Irīna Habarova Aim of the course. To improve the professionalism of students, prepare them for work with children with speech/language disorders at pre-school age Estimated result To give the opportunity to gain a deeper understanding of the child with difficulties in verbal communication, expressing own thoughts orally and in writing To develop the ability to assess the child s behavior, will and emotional peculiarities in the context of verbal disorders. To understand the child s needs, determining and implementing the correction of speech disorders. Course content. No Theme 1.academic year 1.semester 1.1 Speech therapy, its aims, tasks, connection with other sciences. Topical issues un speech therapy The classification of language disorders (clinical pedagogic and psychological pedagogic aspects) 1.3. The classification of the sounds of the standard Latvian language. The physiological assessment of sound pronunciation in the context of speech therapy. Contact classes Part-time studies 4 Students individual work in hours Part-time studies Pre-school child and language development assessment Types of sound pronunciation disorders academic year 2. semester 2.1. The phonetic faults if pronunciation, speech therapeutic correction Speech therapeutic correction preventing speech phonematic disorders The directions of development-correctional work and prevention of the connected speech deficiencies The equipment of speech therapist s working space in a

109 general PII; documentation Teacher speech therapist, parents speech therapist, their cooperation in pre-school academic year 3. semester 3.1. Rinolaly, its expression and correction Speech tempo and rhythm disorders, their general characterization and correction The causes of stammering, symptomatics, forecasting, prophylaxis; complex support in its prevention Voice, the theoretical basis of its disorders, correction Planning of individual work. No Theme Working form Assessment form 1. Exercises to facilitate the hearing, attention and memory Developing material stock Assessed with practice materials 2. Finger games and exercises to activate speech. Developing material stock Assessed with practice materials 3. Exercises to develop the correct stature and breathing Developing material stock Assessed with practice materials 4. Exercises to facilitate the Developing material Assessed with practice phonematic perception stock materials 5. The development of sound pronunciation examination card file Developing material stock Assessed with practice materials 6. The descriptions of children s Developing material Assessed with practice speech examination (according to the examination plan provided) stock materials 7. A structural plan of correction to prevent phonetic phonematic disorders 8. Individual lecture notes to prevent phonetic phonematic and grammatical disorders. 9. Notes on lectures or conversations for the prophylaxis work with teachers and parents. Developing material stock Developing material stock Developing material stock Assessed with practice materials Assessed with practice materials Assessed with practice materials Assessment for of study course acquisition. At he end of each semester students pass an examination. The assessment is made up of two written papers and individual papers making up the speech therapist s working folder Course language Latvian Literature. Obligatory literature: 1. Baumane A. SkaĦu izrunas traucējumu novēršana bērniem.- R.: Zvaigzne, Baumane A., Ėeire L. Valodas traucējumu veidi. R.: Zvaigzne ABC, Bauska I. Rinolālija. R.: Izglītības ministrija, Cukura A., Cukura D. Vingrinājumi logoritmikā. R.: IAI, Galkina V. Alālija un tās novērošana. R.: Izglītības ministrija, Grigorjeva G. Darba lapas. R.: Puse plus,

110 7. Laua A. Leksikoloăija. R.: Zvaigzne, Laua A. latviešu literārās valodas fonētika. R.: Zvaigzne ABC, Līvena M., Loseva A. Vingrinājumi pirmsskolas vecuma bērniem. R.: Mācību apgāds NT, Lūse J. Bērni ar valodas sistēmas nepietiekamu attīstību. R.: Izglītības attīstības institūts, MiltiĦa I., Pastare S. Pirmie soĝi logopēdijā I, II daĝa. R.: PIAC, MiltiĦa I. SkaĦu izrunas traucējumi. R.: RaKa, Okolovska D. Vārdu pa vārdam. R.: RaKa, Ondzule I., Ūdre A. Nāc, iepazīsimies! (burtu pasakas). R.: Plus, Ptičkina A. Kā mācīsim bērnus lasīt un rakstīt. R.: Zvaigzne, Reisone I. Īsie, garie patskaħi, divskaħi. R.: Mācību apgāds, Reisone I. Balsīgie, nebalsīgie līdzskaħi. R.: Mācību apgāds, Rulle V. Skaties un runā! R.: Zvaigzne ABC, SadovĦikova I. Jaunāko klašu rakstu valodas traucējumi. R.: Zvaigzne ABC, Skromule B. Lasi, runā, raksti! 1.daĜa. R.: Krauklītis, Skromule B. Lasi, runā, raksti! 2.daĜa. R.: Krauklītis, Skromule B. Lasi, runā, raksti! 3.daĜa. R.: Rasa ABC, Skromule B. Lasi, runā, raksti! 4.daĜa. R.: Rasa ABC, ŠampiĦa V. Burvju atslēdziħa. Darba albums mazajiem. R.: Zvaigzne ABC, Tomkalne A. Burtu kartītes. - R.: Zvaigzne ABC, Логопедия. Под ред. Волковой Л. С., Шаxовской С. Н. М.: Просвещение, Парамонова Л. Г. Логопедия для всех. М.: Дельта, Suggested literature: 1. Гаврина С. Е., Кутявина Н. Л., Топоркова И. Г., Щербинина С. В. Развиваем pykи чтоб учится, и писать, и красивo рисовать. Ярославль, Академия Развития, Каше Г. И. Исправление недостатков речи у дошкольников. М.: Просвещение, Лалаева Р.И. Серебрякова И.В. Коррекция общего недоразвития речи у дошкольников. СПб.: Союз, Максаков А.И. Правильно ли говорит ваш ребёнок. М.: Просвещение, Савина Л.П. Пальчиковая гимнастика для развития речи дошкольников. - М.: Родничок, Ткаченко Т. А. Если дошкольник плоxо говорит СПб.: Акцент, Фомичева М.Ф. Воспитание у детей правильного произношения. М.: Просвещение, CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 110

111 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Speech therapy in primary school Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 9 credit points, 13,5 ECTS. Author of the course and lecturers. Dr.paed.. Sarmīte Tūbele Mg.paed. JeĜena KoĜesĦika Aim of the course. To improve the professionalism of students, prepare them for work with children with speech/language disorders and learning disorders caused by them at an early primary school age. Estimated result. To give the opportunity to gain a deeper understanding of the child with difficulties, factors determining them, peculiarities, expressions; to develop the ability to assess the difficulties caused by them in the family, at school and in society To improve the analytical skills studying the child s with speech/language disorders inner world, determining and improving the opportunities of correction Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1.academic year 1.semester 1.1. Etymology of speech disorders Analysis of the basics of speech/language disorders, the principles of development of speech therapy classes Speech therapeutic correction and organizational 3 16 prophylactic work in younger groups 1.4. Spoken and written language peculiarities for children with 4 16 insufficient development of language system (VSNA) The studies of schoolchildren s with VSNA speech and 6 18 language development level 1.6. Development-correctional work working with children having phonetic phonematic disorders and VSNA academic year 2. semester 2.1. The directions of development-correctional work; its content on the prevention of reading deficiencies (dyslexia) 2.2. The directions of development-correctional work; its content on the prevention of reading deficiencies (disgraphy) 2.3. The documentation of a speech therapy center in a general education institution, speech therapeutic conclusions (in

112 the pedagogic psychological aspect) Teacher speech therapist, parents speech therapist, 5 15 their cooperation in primary school 2.5. The equipment of speech therapist s working space academic year 3. semester 3.1. Alaly, the theoretical basis and correction Aphasy, the theoretical basis and correction Dysarty, the theoretical basis and correction Planning of individual work. No Theme Working form Assessment form 1. Exercises to facilitate phonematic Developing material Assessed with practice perception stock materials 2. Preparation of materials for the Developing material Assessed with practice enrichment of word-stock and précising stock materials 3. Exercises and accumulation of materials to improve the connected speech Developing material stock Assessed with practice materials 4. Texts, exercises and other materials to prevent writing and reading disorders Developing material stock Assessed with practice materials 5. Notes for the language research album Developing material stock Assessed with practice materials 6. The description of a concrete child s Developing material Assessed with practice speech and language examination stock materials (filling in the language file) 7. Correction structural plan for the Developing material Assessed with practice prevention of VSNA stock materials 8. Group lecture notes to prevent phonetic phonematic disorders Developing material stock Assessed with practice materials 9. Group lecture notes to prevent lexical Developing material Assessed with practice grammatical disorders 10. Notes on lectures or conversations for the prophylaxis work with teachers and parents stock Developing material stock materials Assessed with practice materials Assessment for of study course acquisition. At he end of each semester students pass an examination. The assessment is made up of two written papers and individual papers making up the speech therapist s working folder Course language Latvian Literature. Obligatory literature: 1. Baumane A., Ėeire L. Valodas traucējumu veidi: Dislālija. Alālija. Dizartrija. Afāzija.: Mācību līdzeklis.- R.: Zvaigzne ABC, Baumane A. SkaĦu izrunas traucējumu novēršana bērniem.- R.: Zvaigzne, Baumane A. Vingrinājumi un diktāti skaħu jaukšanas novēršanai. R.: Zvaigzne, Bērni, kuriem ir autisms un Aspergera sindroms. Ikdienas praktiskā darba pieredze / aut. kol. V.Vaclava, U.Aldenrūda, S.Ilsteds. R.: Velku Fonds, Es gribu iet skolā / aut. kol., atb. par izd. R.KaĦepēja. R.: Puse Plus, lpp. (KaĦepēja R. Iepazīstināšana ar apkārtni.. Runas attīstīšana. Rakstīt un lasīt mācīšana lpp) 6. Galkina V. Alālija un tās novēršana.- R.: Latvija PSR Izglītības ministrija,

113 7. Kreicberga M. Bērnu valodas traucējumi un to novēršana.- R.: LPSR Izglītības ministrija, Lūse J. Bērni ar valodas sistēmas nepietiekamu attīstību: Metodiski ieteikumi skolotājiem un logopēdiem. R.: Izglītības attīstības institūts, MiltiĦa I., Pastare S. Pirmie soĝi logopēdijā II daĝa. R.: PIAC, Ptičkina Ā. Lasīšanas mācības sākumskolā. R.: Pētergailis, SadovĦikova I. Jaunāko klašu skolēnu rakstu valodas traucējumi: Palīgmateriāls skolu logopēdiem.- R.: Izglītības attīstības institūts, 1991.(J.Lūses lokalizēts tulkojums). 12. Smita K., Strika L. Mācīšanās traucējumi no A līdz Z.- R.: RaKa, Tūbele S. Skolēna runas attīstības vērtēšana. R.: RaKa, Tūbele S. Kāpēc skolēns nelasa? // Skolotājs, Nr lpp. 15. Tūbele S., Lūse J. Ja skolēns raksta nepareizi... R.: RaKa, Zeltkalna A. Spēles latviešu valodai. R.: RaKa, Suggested literature: 1. Ефименкова Л. Н. Коррекция устной и письменной речи учащихся начальных классов. М.: Владос, Корнев А. Н. Нарушения чтения и письма у детей. СПб.: Речь, Лалаева Р. И. Нарушения чтения и пути их коррекции у младших школьников. СПб.: Союз, Логопедия под ред. Л.С.Волковой, С.Н.Шаховской.- М.: Владос, Логопедия в школе: Практический опыт / под ред. В.С. Кукушкина. М. Ростовна-Дону: МарТ, Лурия А. Р. Письмо и речь. Нейролингвистические исследования. М.: Academia, Основы теории и практики логопедии / под ред. Р.Е.Левиной.- М.: Просвещение, Ястребова А.В. Преодоление общего недоразвития речи у учащихся начальных классов общеобразовательных учреждений. М.: Аркти, Ястребова А.В., Спирова Л.Ф., Бессонова Т.П. Учителю о детях с недостатками речи. М.: Аркти, CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 113

114 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Logorhythmic Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Mg.paed.lect. Ginta Grigorjeva, Aim of the course. To improve the professionalism of the future Teacher-Speech Therapist providing an opportunity of studying logorhythmics as a significant language and speech development improvement and disorder correction method for pre-school and early primary school children Estimated result. A creative application of the acquired knowledge in development-correctional pedagogic work with children having speech/language disorders Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. The essence of logorhythmics, its role in the correction of 7 2 children s speech/language disorders 2. The questions of organization of logorhythmic classes and 9 their inclusion in the pedagogic process of the educational 2 institution 3. Types of logorhythmic exercises introductory or preparatory exercises; 3.2 assessment of a dynamic break; exercise of language articulation and phonematic 10 2 perception facilitation 3.4 a purposeful facilitation of children s speech by means 10 3 of singing and versatile body movements 3.5 the use of musical dramatization and improvisation in 10 3 development-correctional work Planning of individual work. No Theme Working form Assessment form 1. Latvian children s folklore un Summarizing Assessed together with the 114

115 the aspect of logorhythmics materials project of logorhythmic classes 2. Children s poems of the Latvian authors Summarizing materials Assessed together with the project of logorhythmic classes 3. The use of folk games and fairytales in logorhythmics Selection preparing the examination Elaboration of the project for handing in Assessment for of study course acquisition. The presentation of the project of logorhythmic classes. Assessment Examination. Course language Latvian Literature. Obligatory literature: 1. Cukura A., Cukura D. Vingrinājumi logoritmikā.- R.: IAI, MiltiĦa I. SkaĦu7 izrunas traucējumi.- R.: RAKA, MiltiĦa I., Pastare S. Pirmie soĝi logopēdijā.-r.:iai, MiltiĦa I., Pastare S. Pirmie soĝi logopēdijā./ II daĝa.- R.:IAI, PirkstiĦu rotaĝas./ Materiālu apkopojusi Krafte B.- R.:PUSE, Suggested literature: 1. Ezera L. Vārdu krājuma paplašināšanas iespējas bērniem ar dzirdes traucējumiem.- R.: Mācību apgāds, Plinta Ē. Runas veidošana bērniem ar dzirdes traucējumiem.- R.: Mācību apgāds, Suruda I. Mūzika kā pirmsskolas vecuma bērna personības attīstības nosacījums. R CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 115

116 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics. Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 3 credit points, 4,5 ECTS. Author of the course and lecturers. Mg. paed. Irena Miltina. Dr.paed. Sarmīte Tūbele Aim of the course. To improve the competence if the future Teacher-Speech Therapist analyzing problems in the diagnostics of language disorders; introducing students with children with psychic development disorders, mental disorders; analyzing the peculiarities of their language development, the specific nature of disorders and the possibilities of correction. The study course is composed of three parts. Speech therapy correction with children with psychic delay (PAA) Amount 1 credit points, 1,5 ECTS. Author of the course and lecturers. Mg. paed. Irena Miltina Aim of the course. To deepen the professional competence of the future Teacher-Speech Therapist introducing students with children with psychic development disorders, the peculiarities of their language development, the specific nature of disorders and the possibilities of correction. Estimated result. To give the opportunity to develop the understanding of child s speech and language development problems in case of psychic delay; the main factors, peculiarities, expressions and develop the ability of assessing the difficulties caused by different disorders; choose the correction possibilities to decrease the secondary language disorders. Course content. No Theme 1. The clinical characterization of children with psychic development delay 2. The peculiarities of cognition processes and speech development dynamics for children with psychic development delay. 3. Differential diagnostics of psychic development delay and other similar states Contact classes Part-time studies Students individual work in hours Part-time studies

117 4. The correctional promotion of education and study process for children with psychic development delay 5. The development of speech, language comprehension facilitation in the study process Planning of individual work. No Theme Working form Assessment form 1. The characterization of a young child and pre-school age children with psychic development delay. Developing material stock Assessed together with the report 2. The characterization of primary school children with psychic development delay. 3. To research and describe a child with psychic development delay Developing material stock Processing research data Assessed together with the report Assessment for of study course acquisition. Test with a differentiated assessment Course language Latvian Report Literature. Obligatory literature: 1. Bērnu attīstības diagnostika un korekcija. Pirmsskolas vecumas// V.AvotiĦa red.. R.: Zvaigzne, LiepiĦa S. Speciālā psiholoăija. R.: RaKa, Smita K., Strika L. Mācīšanās traucējumi: No A līdz Z. R.: RaKa, Специальная дошкольная педагогика. Учебное пособие. Под pед. Е.А.Стребелевой М.: Академия, Гонеeв Ф.Д., Лифинцева Н.И., Ялпаева Н.В. Основы коррекционной педагогики. -М.: Академия, Suggested literature: 1. Baka A., Grunevalds K. Grāmata par aprūpi. R.: Preses Nams, Борякова И.Ю., Касицына М.А. Коррекционно педагогическая работа в детском саду для детей с задержкой психического развития. Методическое пособие. М.: Секачева В., ИОИ, Лалаева Р.И., Серебрякова Н.В., Зорина С.В. Нарушения речи и их коррекция у детей с задержкой психического развития. Учебное пособие. - М.: ВЛАДОС, Психология детей с задержкой психического развития. Хрестоматия. Учебное пособие. СПб.: Речь, Дефектология. Научно- методический журнал. Москва. Speech therapy correction with children with mental disorders Amount 1 credit points, 1,5 ECTS. Author of the course and lecturers. Dr.paed.. Sarmīte Tūbele Aim of the course. To deepen the professional competence of the future Teacher-Speech Therapist introducing students with children with mental disorders, the peculiarities of their language development, the specific nature of disorders and the possibilities of correction. Estimated result. To give the opportunity to develop the understanding of child s speech and language development problems in case of mental disorders; the main factors, peculiarities, 117

118 expressions and develop the ability of assessing the difficulties caused by different disorders; choose the correction possibilities to decrease the secondary language disorders. Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. The clinics and causes of mental disorders The psychological pedagogic characterization of children 1 6 with mental disorders. 3. Development-correctional work with children with 2 8 mental disorders. 4. The activation and improvement of cognition processes Speech development, language comprehension 2 7 facilitation in the study process. Planning of individual work No Theme Working form Assessment form 1. Families with children with mental disorders Developing material stock Assessed together with the report 2. Methods of caretaking of persons with mental disorders Developing material stock Assessed together with the report 3. Psychic disorders for children and adults Developing material stock Assessed together with the report 4. Caretaking earlier and nowadays Developing material stock Assessed together with the report 5. The research of children with mental disorders according to a certain plan Processing research data Report Planning of individual work. Test with a differentiated assessment Course language Latvian Literature. Obligatory literature: 1. Baka A., Grunevalds K. Grāmata par aprūpi. R.: Preses Nams, LiepiĦa S. Garīgi atpalikušo bērnu psiholoăija.- R.: Zvaigzne, LiepiĦa S. Speciālā psiholoăija. R.: RaKa, LiepiĦa S. Speciālo skolu skolēnu ar garīgās attīstības traucējumiem pedagoăiski psiholoăiskie raksturojumi.- R.: IAAI, Гонеев А.Д., Лифинцeва Н.И., Ялпаева Н.В. Основы коррекционной педагогики. М.: ACADEMIA, Suggested literature: 1. Apmācību kurss personālam garīgi atplikušo bērnu un jauniešu iestādēs / K.Grunevalda red.- R.: Zvaigzne, Gricis G. Valodas sistēmas traucējumu diferenciālā diagnostika garīgi atpalikušiem skolēniem. R.: Latvijas PSR Izglītības ministrija, lpp. (rotaprints) 3. Kulbergs J. Dinamiskā psihiatrija.- R.: Jumava, Smita K., Strika L. Mācīšanās traucējumi: no A līdz Z. R.: RAKA,

119 5. Roku rokā. Latvijas Portidžas mācībsistēmas asociācija. 6. Забрамная С.Д. Ваш ребёнок учится во вспомогательной школе.- М.: Педагогика, Лалаева Р.И. Логопедическая работа а коррекционных классах.- М.: Владос, Дефектология. Научно - методический журнал. Москва. Differential diagnostics of speech/language disorders Amount 1 credit points, 1,5 ECTS. Author of the course and lecturers. Dr.paed.. Sarmīte Tūbele Mg.paed. Irena Miltina Aim of the course. To improve the professional competence of the future Teacher-Speech Therapist analyzing the problems of the diagnostics of language disorders, separating primary (language) and secondary (mental, psychic, sight, hearing etc.) disorders. Estimated result. To be able to differentiate he pathologic mechanisms of language disorders distinguishing language acquisition difficulties as primary disorders from similar pathologic states where language disorder is a secondary phenomenon. Apart from that, to analyze speech therapeutic conclusions considering the clinical pedagogic and pedagogic psychological classifications accepted in speech therapy. Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. Methodic recommendations to speech therapy diagnostics The assessment of communicative skills of young children The research of young children and early pre-school age 1 4 children 4. Research of children with phonetic phonematic disorders Research of children with an insufficient development of the 1 4 language system disorders 6. Research of stammering children Research of children and early schoolchildren with reading 1 4 and writing disorders. 8. A comparison of language development for children with psychic delay, mental disorders and language development disorders 1 4 Planning of individual work No Theme Working form Assessment form 1. The peculiarities of language Developing material Assessed together development for children with stock with the report psychic delay (supplement). 2. The peculiarities of language Developing material Assessed together 119

120 development for children with mental disorder (supplement). 3. Make a comparative analysis based on the research of language development for children with mental disorder and language development disorders OR 4. Make a comparative analysis based on the research of language development for children with psychic delay and language development disorders OR 5. Make a comparative analysis based on the research of language development for children with psychic delay, mental disorder and language development disorders stock Processing research data Processing research data Processing research data with the report Report Report Report Assessment for of study course acquisition. Test with a differentiated assessment. The final assessment of the study course is made up by the total sum of test assessments as well as the final examination during which the student in practice determines a differential diagnosis of a particular case and explains the necessary directions of correction. Course language Latvian Literature. Obligatory literature: 1. Bērnu attīstības diagnostika un korekcija / V. AvotiĦa red. R.: Zvaigzne, Bērnu gatavība skolai. Psihiskās attīstības diagnostika un šīs attīstības nelabvēlīgo variantu korekcija / E.Bugrimenko, A.Vengers, K.Polivanova, E.Suškova. R.: Pedagoăiskais centrs Eksperiments, Диагностика нарушений речи у детей и организация логопедической работы в условиях дошкольного образовательного учреждения / сост. В.П.Балобанова, Л.Т.Богданова и др. С.-П.: Детство-Пресс, Suggested literature: 1. Gricis G. Valodas sistēmas traucējumu diferenciālā diagnostika garīgi atpalikušiem skolēniem. R.: Latvijas PSR Izglītības ministrija, (rotaprints) 2. Борякова Н.Ю. Ранняя диагностика и коррекция задержки психического развития. М.: Гном-Пресс, Ильин Е.П. Дифференциальная психофизиология. С.-П.: Питер, Лалаева Р.И. Логопедическая работа коррекционных классах.- М.: Владос, Дефектология. Научно- методический журнал. Москва CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 120

121 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. Children s literature Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Mg. paed. lect. Vladislava UršuĜska Aim of the course. To give an insight into the significance of literature and arts enriching the child s spiritual world. Through children s literature to gain introduction into the formation of child s personality; with pedagogic findings, virtues and educational problems. Estimated result Knowledge on the historic development of children s literature, its specific nature and ability to critically evaluate it in the context of contemporary pedagogic process. Ability to recognize the role of literature enriching the child s spiritual world, development of virtue comprehension and creativity, facilitation of cognition interest. Ability to select the material for a pedagogic process in pre-school and primary school. Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. The specific nature of children s literature, peculiarities of language and plot, artistic design of children s books The heritage of the Latvian children s literature The depiction of childhood memories of Latvian writers delicate exploration of the child s soul, testimonies of their own era Latvian authors poetry for children themes, influence on child s emotional, intellectual and will-power development Latvian literary fairy-tales: themes and use in the pedagogic process Latvian authors stories for children; their compliance with children s interests and needs Latvian periodicals for children Planning of individual work. No Theme Working form Assessment form 1. The peculiarities of children s literature: Book analysis, summary Presentation 121

122 language and plot, their assessment 2. The heritage of the Latvian children s literature 3. The depiction of childhood memories of Latvian writers The child s psychological characterization in the points of view of different authors Autobiographic memory formation of personal identity, confirmation 4. Latvian authors poetry for children themes, influence on child s emotional, intellectual and will-power development. 5. Latvian literary fairy-tales: use in the pedagogic process 6. Latvian authors stories for children; their compliance with children s interests and needs for presentation Conversation Research on pedagogic psychological themes in the depiction of memories by the Latvian authors Project for the use of poetry in the pedagogic psychological process in pre-school or primary school The development of themes for the use of fairy-tales the pedagogic process. Preparation for seminar 7. Latvian periodicals for children Development of the information material Seminar Individual assessment Group work assessment Mutual control Individual assessment Individual assessment Assessment for of study course acquisition. Examination. Course language Latvian Literature. Obligatory literature: 1. Latviešu rakstniecība biogrāfijās. R: Latvijas enciklopēdija, Lieăeniece D. Bērns - pasaulē, pasaule - bērnā. R.: Zvaigzne ABC, MauriĦa Z. Dziesminiece klusā, dziĝi rēnā / Uzdrīkstēšanās, R., Liesma, 1990., Lpp 4. Stikāne A. Latviešu bērnu literatūra. R.: Zvaigzne Viese S. Gājēji uz Mēnessdārzu. R.: Liesma, Suggested literature: 1. KalniĦš J. Zelta kamolīts, R., Liesma, KalniĦš N. Skolas bērni, / Jaunības apcirkħi, Nr. 27., R., Ėīlis R. AtmiĦas un vēsture, R., LU, MauriĦa Z. Baltais ceĝš, R., Zvaigzne, MauriĦa Z. Latviešu ikdienība un humors / Uzdrīkstēšanās, R., Liesma, 1990., lpp. 6. MauriĦa Z. Klusuma burvis / Uzdrīkstēšanās, R., Liesma, 1990., lpp. 7. Osmanis J. Saules akmens. R.: Liesma, Osmanis J. Saules gadi. R.: Liesma, Osmanis J. Saules gadu stāsti. R.: Liesma, Osmanis J. Saules gadu spēles. R.: Liesma, Padoms. R.: Liesma, 1986., Skots Ē. Ietērp vārdos savu pasauli. R.: Sudrabotais vārds. R.: Liesma, 1977., Svenne O. Modernie audzināšanas jautājumi. R.: Štāls M. Bērnu lasīšanai derīgās grāmatas. R.:1928. Latviešu rakstnieki bērniem. 122

123 Special remarks. The acquisition of the study course is based on the previously acquired knowledge of family, pre-school, school pedagogy and psychology. CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 123

124 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. The basics of bilingual education Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Dr.paed. prof. Z.Anspoka Mg. paed. doc. V.UršuĜska Aim of the course. To introduce students to the essence of bilingual studies, opportunities of integrating the study content and language in the study process. Estimated result An idea of the essence of bilingual education, its problems in Latvia and worldwide. Knowledge on different approaches in the acquisition of second language of the significance of language skills in the facilitation of social education Knowledge on teaching tasks of the acquisition of second language, conditions of material selection for bilingual studies in pre-school and primary school Course content. No Theme Contact classes Part-time studies Students individual work in hours Part-time studies 1. Bilingualism, its problems in Latvia and worldwide The ethnic policy of Latvia, bilingual education The psycholinguistic basis of the acquisition of second language Teaching tasks and conditions of material selection in the acquisition of second language A natural approach to the acquisition of second language Integration of the study content and language acquisition in the pedagogic process Activities of LVAVA and Soros foundation in Latvia Planning of individual work. No Theme Working form Assessment form 1. Bilingualism, its problems in Latvia and worldwide Summary of the information found in mass media Individual assessment 2. The ethnic policy of Latvia, Report Individual bilingual education assessment 3. The psycholinguistic basis of the Preparation for seminar Group control acquisition of second language. 4. Teaching tasks and conditions of Visit to a pre-school Individual 124

125 material selection in the acquisition of second language. 5. A natural approach to the acquisition of second language. 6. Integration of the study content and language acquisition in the pedagogic process 7. Activities of LVAVA and Soros foundation in Latvia education institution, analysis of the observation Observation of bilingual study subjects at primary school, analysis of the observation Lecture notes for preschool and primary school assessment Individual assessment Individual assessment Visit to LVAVA - Assessment for of study course acquisition. Examination. Course language Latvian Literature. Obligatory literature: 1. Bilingvālā izglītība: rokasgrāmata skolotājiem. R.: LVAVP, LAT 2 metodikas rokasgrāmata sākumskolā. R.: LVAVP, Edeirs D. Efektīva komunikācija. R.: Asja, Lieăeniece D., Nazarova I. Veseluma pieeja valodas apguvē 5 7 gadus veciem bērniem. R.: RaKa, Spēles un rotaĝas svešvalodu mācīšanā. R.: Zvaigzne ZBC, Šīls Dž. Komunikācija svešvalodu mācīšanā. R.: Vaga, Kaltigina M. Tiem, kas mācās svešvalodas. R.: Vārti, Karule A. Mācīšanas individualizācijas un tās didaktiskie pamatnosacījumi. R.: Zvaigzne, Bilingvālā izglītība: sadarbības pieredze./ SFL projekts Atvērtā skola. R, Paveries un paskaties./ SFL projekts Atvērtā skola. R, Suggested literature: 1. Ābiėis Dz. Nacionālā pārliecība uz reālu darbību.// Diena, 1996g. 26.marts. 2. Bušs O. Reālā divvalodība.// Avots, 1988/ Mācīsimies sadarboties.// L.Grigules, I.Silovas red. R.: Mācību grāmata, Spēles un rotaĝas svešvalodu mācīšanā. R.: Zvaigzne, Altman, Gerry T. Cognitive Models of Speech Processing: Psycholingvistic. MIT PRESS, Пасов Е.И. Комуникативный метод обучения иноязычному говорению. М.: Просвещение, CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 125

126 RIGA TEACHER TRAINING AND EDUCATIONAL MANAGEMENT ACADEMY Riga, Imantas 7. linija, LV 1083, phone: , fax; Study course description Title of study course. The collaboration of family and pre-school education institution in the processes of social change Title of study program. Short-cycle professional study program Teacher-Speech Therapist Amount 2 credit points, 3 ECTS. Author of the course and lecturers. Mg.paed.lect.R.Purmale Aim of the course. To facilitate the humanely-oriented person s Teacher-Speech Therapist s collaboration with the family in the context of development-correctional activities with children having speech/language disorders Estimated result. Participating in the study process students are introduced to the family as a system in different historical periods; acquire the ability to apply theoretical knowledge in cooperation with the contemporary family; improve the pedagogic communication with the family connecting it with each child s development and the possibilities of solution for speech (language) problems. Course content. Course thematic planning. No Theme Contact classes Students individual work in hours Part-time studies 1 Family as a system Family rights and duties 2 8 The child in the family Child s place in the family in historic aspect The child as a subject of human rights in the contemporary family Parents education style and its influence on the child s personality Child s needs and opportunities of satisfying them in the family The versatile aspects of cooperation between the preschool education institution and family 6.1. The essence of the cooperation, aims and tasks 6.2. The comprehension of family needs 6.3. The ways of family involvement in pre-school education institution The link between education and speech therapy work ensuring orthoepy and its correction

127 7.1. The cooperation of speech therapist with parents in the correction and prophylaxis of speech disorders 7.2. The work of team teacher parents speech therapist in the aspect of speech (language) problem solution Planning of individual work. No Theme Working form Assessment form Family types and child s 2 observation of families, Seminars. 1 personality development, needs description, analysis Individual and opportunities of satisfying assessment them. 2 3 The work of team teacher parents speech therapist in the aspect of speech (language) problem solution. Speech (language) developmentcorrectional opportunities and prophylaxis To develop a potential cooperation network in a concrete pre-school education institution Games and plays Presentation. Individual assessment Individual assessment Assessment for of study course acquisition. Examination. Course language Latvian Literature. Obligatory literature: 1. BaldiĦš A., Raževa A. Skolas un ăimenes sadarbība. R.: Pētergailis, 2001., 81 lpp. 2. Dauge A. Audzināšanas ideāli un īstenība. Cēsis un Riga, GT Jāzes apgāds, Džeimsa M.Dzimis, lai uzvarētu. R., Geidžs N.L. Berliners D.C. Pedagoăiskā psiholoăija. R.: Zvaigzne ABC, Gudjons H. Pedagoăijas pamatatziħas. R., Zvaigzne ABC, Kempbels R. Kā patiesi mīlēt savu bērnu. R., Korčaks J. Kā man mīlēt bērnus. R., Lieăeniece D. Bērns-pasaulē, pasaule- bērnā. Riga, Zvaigzne Lieăeniece D. Kopveseluma pieeja 5 7 gadus veca bērna audzināšanā. R., Lieăeniece D.Lietu vide un bērna attīstība. Liepāja LRA, Likona T. Bērna audzināšana no dzimšanas brīža cauri pusaudža gadiem. Avots, 520lpp. 12. Montesori M. Ievads Montesori pedagoăijā. R.: Izglītība, Montesori M. Sensorās audzināšana bērnudārzā. R., Students J.A. Bērnu un jauniešu psiholoăija. R., Students J.A. Vispārīgā pedagoăija. R.: RaKa, Štāls M. Audzināšana un mācīšana agrajā bērnībā. R., Bakisa A. Mans bērns nebaidās un paĝaujas uz sevi.alberts XII, Bērna identitātes veidošanās pirmsskolas vecumā. Liepāja Bērns kā individualitāte pirmsskolas izglītības iestādē. Riga SIA Izglītības soĝi, Bērns kā vērtība ăimenē un pirmsskolā Riga, SIA Izglītības soĝi, Boulbijs Dž. Drošais pamats. Rasa ABC, Grejs Dž. Bērni ir no debesīm.sia "J.L.V." Jurgena I. Vispārīgā pedagoăija, Riga, SIA Izglītības soĝi, Smita H. Vai tavs bērns ir laimīgs? Riga, Kontinents Smita K., Strika L. Mācīšanās traucējumi; no A līdz Z. RaKa Vigule D. K.Dēėens par pirmsskolas bērnu audzināšanu un attīstību. Riga, Vārti,

128 27. Vikofs Dž., Anela B. Disciplīna bez uzkliedzieniem un pĝaukām. Aizkraukle, Apgāds Krauklītis, Zelmenis V. Īss pedagoăijas kurss, Riga, Zvaigzne Žukovs L. Kopeloviča A. Pedagoăiskā doma Latvijā. RaKa Lieăeniece D. Bērns pasaulē, pasaule bērnā. R.Zv Špalleka R. MāmiĦ, vai tu mani mīli? Vecgrāve A.Kā man saprast savu bērnu? Zv.ABC Vorobjovs A. Psiholoăijas pamati. R.Mācību Apgāds Dahlberg G., Moss P.and Pence A. Blyond Quality in Early Childhood Education and Care. 25, London. Falmer Press, Parent Houndbom Early childhood education center. Cowcordia College, Эриксон Э. Детство и общество. С Петербургб Университетская книга Виннекот Г.Д. Разговор с родителями. М.: Класс, Логопедия Под ред.// Л.Волковой. - М.: Просвещение, с. Suggested literature: 1. AvotiĦš V., Prindule L., Upmane L. Bērnu attīstība mācību un audzināšanas procesā. R.: Zvaigzne, Božoviča L. Personība un tās veidošanās skolas gados. R.: Zvaigzne, Gustavsons L.H. Bērnu tētis. R.: Zvaigzne ABC, Meikšāne Dz. Psiholoăija mums pašiem. R.: RaKa, Smita K., Strika L. Mācīšanās traucējumi: no A līdz Z. R.: RaKa, Students J.A. Bērna, pusaudža un jaunieša psiholoăija. R.: Aut.izd., Špalleka R. MāmiĦ, vai tu mani mīli? R.: Preses nams, Štāls M. Audzināšana un mācīšana agrā bērnībā. R.: Valters un Rapa, Mussen P.H., Conger J.J., Kogan J., Huston A.C. Child Development from birth throught Adolescence. 2 nd ed. Engewood Cliffs, New Jersy, CONSIDERED Pre-school Pedagogy Department Meeting, 200 Department Director As.prof., Dr.psych. T.Zirina 128

129 Annex 4 Sample of the diploma awarded and its supplement 129

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139 Annex 5 Annual self-assessment report confirmed by the Senate 139

140 Riga Teacher Training and Educational Management Academy Faculty of Pedagogy Second level short cycle professional study program Teacher-Speech Therapist Self-assessment report 2006/2007 academic year Program director Mg.paed. Irena Miltina CONFIRMED by Board meeting of the Faculty of Pedagogy On Protocol No 5-2 CONFIRMED by Council for Studies On Decision No 4 CONFIRMED by RTTEMA Senate meeting on Protocol No Riga

141 Second level short cycle professional study program Teacher-Speech Therapist was accredited on April 29, The following is a self-assessment report for 2006/2007 academic year. Basis of the program The pre-school age child tries to express his/her thoughts both verbally and non-verbally. It is not always that the child succeeds in using both the forms. There are speech and language disorders decreasing the pre-school child s to receive and/or deliver information. The research carried out in 2002 by Children s health development center justifies that only 8 out of 37 children have acquired the mother tongue speech and language in accordance with the age requirements. As foreign Teacher-Speech Therapists stress, on average 60% of children at preschool age influenced by non-favorable conditions demonstrate speech development disorders. If the child is not provided timely speech therapy support or does not receive it at all at the age of pre-school, it causes difficulties for the child to include him/herself in a new micro-social environment: family pre-school; pre-school school; get involved in the educational process. Indirectly the child gets the status of a child with special needs. At conference School for everyone 2 (2004) has been reported that the afore-mentioned group includes: - Children with speech and language disorders; - Children with learning disorders (reading and writing acquisition difficulties); - Children with social emotional, behavior disorders. Children with speech/language disorders, together with a verbal incompetence in daily life, at school has an inadequacy of perception, comprehension and usage of the mother tongue, which shows through specific errors in reading and writing. It means that the primary (speech/language) disorder facilitates secondary phenomena, i.e., an incomplete or partial acquisition of concrete educational programs. The afore-mentioned disorders in the study process are a temporal or partially temporal phenomenon, if a successful correction of functional deficiencies takes place, i.e., the child received a timely specialist support, required individual consultations. Thus, the following questions become topical: - Child-centered approach to child s development, development of a positive attitude towards children with speech/language disorders. - Early and timely discovery of various verbal expression difficulties, purposeful Teacher-Speech Therapist s development-correctional work to prevent deficiencies, taking into consideration holistic approach to child s development. 141

142 - Team (teachers of various profiles Teacher-Speech Therapist psychologist parents) collaboration facilitation to carry out the program of speech/language correction. The afore-mentioned statements are connected with the implementation of second level second level short cycle professional study program Teacher-Speech Therapist. The decision of Accreditation commission dating from May 17, 2006, No 1031, provided an opportunity to implement Second level short cycle professional study program Teacher- Speech Therapist (46141) till December 31, The further information provided in the self-assessment report is in compliance with in compliance with the requirements with the regulations of the Cabinet of Ministers of the Republic of Latvia contained in the Procedure of accreditation of higher education institution s, colleges and programs of higher education (regulation No 821, , prot. Nr. 50, 46 ), as well as the regulations of the Cabinet of Ministers of the Republic of Latvia (No 348, prot. Nr ), indicating in clause 12, that word combination professional program should be substituted by short-cycle professional program. The aim and tasks of the study program The Aim To prepare the Teacher-Speech Therapist able to explore, comprehend and support children with speech/language disorders at the age of pre-school and at early school age, ensuring a purposeful correction of deficiencies and opportunities of wholesome education acquisition. Tasks To facilitate students acquisition of academic and professional knowledge and skills for work with children with speech/language disorders; To encourage motivated and creative application of theoretical knowledge in speech therapy development-correctional work with children of pre-school and early school age; To activate students scientific research developing practical notes necessary for Teacher-Speech Therapist s work, summarizing heterogeneous practical materials (creation of Speech Therapist s working folder), developing graduating work. Study plans In 2006/2007 no changes were made to the study plan. However, considering the expert conclusion of accreditation commission, as well as students recommendations, with the aim of 142

143 study process improvement in 2007/2008 academic year the following changes have been made to the structure: Part 1 Basic theoretical courses in the field of studies (15 credit points) - The physiological basics of speech anatomy 2 credit points Introduction to neuropathology 2 credit points Part 1 was transferred due to its specific nature to the part of Professional specialization study courses (27 credit points). Instead of the mentioned courses new study courses are introduced: Development psychology 2 credit points Information and communication technologies 2 credit points Part 2 Optional courses (2 credit points) a new course is introduced for students to have a wider choice: Collaboration of family and pre-school educational institution in the processes of social change 2 credit points. Part 3 State examinations (12 credit points) - Theory of speech therapy (2 credit points) included in the development of the graduating paper, the latter amounting to 10 credit points (15 ECTS) (instead of 8 credit points (12 ECTS)). The changes are reflected in Table 1. No Study course Changes to the study plan 1.year 2007./2008 academic year 2.year 2008./2009 academic year Assessm ent Contact hours Table 1 Number of contact hours, Way of assessment 1. sem. 2.sem. 3. sem. 4. sem. Basic theoretical courses in the field of studies 15 credit points 1. Topical issues in pedagogy 3 1 E The basics of rhetoric 2 4 E The methods of pedagogic research 2 3E Special pedagogy 2 2E The contemporary Latvian standard language 2 3E Development psychology 2 3E Information and communication technologies 2 1E 16 2 Professional specialization study courses 27 credit points 8. The physiological basics of speech anatomy, pathology 2 2E Introduction to neuropathology 2 2 E Speech therapy in pre-school ,2,3 E Speech therapy in primary school ,2,3 E Logorhythmic 2 3 E Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics Credit points 3 3 E

144 Optional courses 2 credit points 2 3E 16 2 Children s literature The basics of bilingual education The collaboration of family and oreschool education institution in the processes of social change Practice 16 credit points (+ 10 credit points) 1. Speech therapy in pre-school and primary school (observation active) 2. study practice in pre-school and primary school 3. study practice (independent, together with, the speech therapist Speech therapist s assistant in preschool and primary school State examinations 12 credit points Speech therapy in pre-school and 3 week un 3week 3 week un 3 week 4 week 4 x 2 primary school Graduating work x 10 Total credit points: The number of the students in 2006/2007 academic year The study program is implemented is in fact if part-time studies in Riga. To have an idea of the social demands for the afore-mentioned program the number of students in 2005./2006. and 2006./2007 academic year is compared /2006 academic year 2006./2007 academic year 1.year (groups) 2. year The study program id well-received which is proved-by the increase of the number of students. The major trends of lecturers research in 2007/2008 academic year are the following: 1. I.Lace The actualization of the necessities of multicultural society in pedagogic environment. 2. S.Geikina The art of speech in the context of speech therapy. 3. S.Tubele Diagnosis and possibilities of correction of speech and language disorders of younger schoolchildren. 4. V.Kuzina The opportunities of enriching children s word-stock at pre-school and primary school. 144

145 5. J.Porozovs Health problems of pre-school age children and diagnostics of early brain function. 6. I.Miltina Students research trends in the context of speech therapy. 7. I.Habarova Pedagogic diagnostics of children s with speech/language disorders. 8. J.Kolesnika Reading disorder, their diagnostics at an early school age. 9. G.Grigorjeva The facilitation of children s emotional development at a special preschool education institution. 10. V.Ursulska Literature in the pedagogic process at pre-school. 11. T.ZīriĦa The hyperactive child a child with special needs in the pedagogic process. 12. I.Urpena The virtual education environment, e-studies. 13. V.Romenkova The psychological basis of children s speech correction. 14. M.Sile Various aspects of child development at pre-school and primary school. 15. O.Pavlovs The organization of pedagogic process at pre-school and primary school. 16. Z.Anspoka Work with children of ethnic minorities in the facilitation of language change. 17. R.Purmale Family and child s education. Students references (see the Annex) A survey of 1 year (40) students was made on the study course of the program Teacher- Speech realization in the first study semester. Conclusions 1. Students approve of lecturers professional competence, ability to arouse interest, explain the material and objectivity in knowledge assessment. Lecturers are expressed gratitude for the attitude towards students, sharing experience and humaneness. 2. To improve the study program there came a suggestion regarding practice organization: in educational institutions where students carry out practice, sign agreements in particular with speech therapists-practitioners. SWOT analysis of the study program Strengths The study program is developed in compliance with the Standard on the second level professional education, while the program content complies with the standard of teacher s profession and sample regulations on Teacher-Speech Therapist s work. The necessity for the study program is determined by the lack of corresponding specialists on the labor market. Highly qualified academic staff takes part in he implementation of the study program. 145

146 There is sufficient technical provision to implement the study program. The part-time studies enable students to combine work with studies. The study program enables students with prior higher pedagogic education to acquire the necessary qualification. Increases the prestige of Teacher-Speech Therapist in the educational system. There is a cooperation with Latvian association of speech therapists and publishing houses. Weaknesses Because of the large amount of pedagogic practice (it is well-motivated) students sometimes have problems with the provision of practice places. Little literature stock in Latvian. Insufficient students language skills. Threats The salary of the teacher determined by the state is insufficient therefore many specialists have to take credits. Insufficient provision of practice places. Opportunities To facilitate students interest in scientific research and further education at master s level To promote the findings of students reflected in their graduation papers in periodicals. To develop methodic study aids in cooperation with students. To encourage students and lecturers to use the mobility opportunities offered by ERASMUS program. To continue searching cooperation forms with similar programs abroad. 146

147 Annex 6 The plan of the study program, indicating the amount, implementation plan and academic staff (table) 147

148 Riga Teacher Training and Educational Management Academy Faculty of Pedagogy Second level short cycle professional study program Teacher-Speech Therapist Study plan (part-time studies) Length of the studies 2 gadi Program director Mg. paed. I.MiltiĦa No Study course 1 year 2 year Assessment (semester) 1. semester 2.semster 3. semester 4. semester Test Examinat ion Defense Contact hours Credit points Department responsible, lecturers Total credit points Basic theoretical courses in the field of studies Topical issues in pedagogy Department of general pedagogy Mg. paed., doc. I. Lāce 2. The basics of rhetoric Department of general pedagogy Mg. paed., lekt. S. Geikina The methods of pedagogic research Department of general pedagogy Dr. philol., doc. O. Pavlovs Department of instrument playing Dr.paed, asoc.prof. M.Sīle 4. Special pedagogy Department of general pedagogy Dr. paed., lekt. S. Tūbele 5. The contemporary Latvian standard language Department of Languages Dr. phil., prof. V. Kuzina Development psychology Department of pre-school pedagogy Dr.psych., asoc.prof. T.ZīriĦa Dr.psych.doc. V.Romenkova 7. Information and communication technologies Department of informatics and science Mg.ing. I.Urpena Professional specialization study courses The physiological basics of speech anatomy, pathology Department of informatics and science Dr. biol., asoc. prof. J. Porozovs 9. Introduction to neuropathology Department of informatics un sciences Dr. biol., asoc. prof. J. Porozovs Speech therapy in pre-school Department of pre-school pedagogy ,2, Mg. paed., lekt. I. MiltiĦa, Mg paed., lekt. I. Habarova 11. Speech therapy in primary school ,2, Department of general pedagogy 148

149 Logorhythmic Speech therapy correction with children with psychic delay, mental disorder; differential diagnostics Optional course 2 2 Children s literature 14. The basics of bilingual education The collaboration of family and ore-school education institution in the processes of social change Practice Speech therapy in pre-school and primary school 15 3un3 (observation active) 1 6ned study practice in pre-school and primary school 3un3 2 6ned study practice (independent, together with, the speech therapist 17. Speech therapist s assistant in pre-school and primary 4 4 4ned. 4 school State examinations 12 Speech therapy in pre-school and primary school Graduating work Dr. paed., lekt. S. Tūbele Pirmsskolas pedagoăijas katedra Mg. paed., lekt. J. KoĜesnika Department of pre-school pedagogy Mg. paed., lekt. G. Grigorjeva Department of pre-school pedagogy Mg. paed., lekt. I. MiltiĦa, Mg paed., lekt. I. Habarova; Department of gengera pedagogy Dr. paed., lekt. S. Tūbele Department of pre-school pedagogy Mg. paed., lekt. J. KoĜesnika Department of pre-school pedagogy Mg. paed., lekt. V. UršuĜska Department of school pedagogy Dr.paed., prof. Z.Anspoka Department of pre-school pedagogy Mg. paed., lekt. V. UršuĜska Department of pre-school pedagogy Mg.paed. lekt. R.Purmale Department of pre-school pedagogy Mg. paed., lekt. J. KoĜesĦika, Mg. paed., lekt. I. Habarova, Mg. paed., lekt. G. Grigorjeva, Department of school pedagogy Dr. paed., lekt. S. Tūbele, Speech therapists-practitioners Department of pre-school pedagogy Mg. paed., lekt. I. MiltiĦa, Mg. paed., lekt. J. KoĜesĦika, Mg. paed., lekt. I. Habarova, Mg. paed., lekt. G. Grigorjeva, Vispārīgās pedagoăijas katedra Dr. paed., lekt. S. Tūbele Department of pre-school pedagogy Dr.psych., assoc.prof, T.ZīriĦa Mg. paed., lekt. I. MiltiĦa, Mg. paed., lekt. J. KoĜesĦika, Mg. paed., lekt. I. Habarova, Vispārīgās pedagoăijas katedra Dr. paed., lekt. S. Tūbele 149

150 Annex 7 Agreements between Riga Teacher Training and Educational Management academy, Liepaja Pedagogical academy and Rezekne higher education institution 150

151 VIENOŠANĀS Rīgā, gada 01.aprīlī, Nr. VL 2004/ 7 Rigas Pedagoăijas un izglītības vadības augstskola ar maksātāju reă. Nr , kuras vārdā saskaħā ar Satversmi, kā arī ar spēkā esošiem normatīviem tiesību aktiem, darbojas RTTEMA rektora v.i. Dace Markus, turpmāk tekstā RTTEMA, no vienas puses un Liepājas Pedagoăijas akadēmija ar nodokĝu maksātāju reăistru Nr , kuras vārdā saskaħā ar Satversmi, kā arī ar spēkā esošiem normatīvajiem tiesību aktiem darbojas Gunta Smiltnīece, turpmāk tekstā LPA, no otras puses, vienojās par sekojošo: 1. RTTEMA otrā līmeħa profesionālās augstākās izglītības studiĝu programmas "Skolotājs logopēds" studentiem, augstskolas likvidācijas gadījumā, būs iespēja turpināt profesionālo izglītību LPA otrā līmeħa profesionālās augstākās izglītības "Logopēdija" (471415) programmā par LPA Senāta norādīto studiju maksu. 2. RTTEMA brīdina Programmā studējošos par šīs Vienošanās nosacījumiem. 3. LPA nepārħem RTTEMA saistības attiecībā pret minētās programmas studējošiem. 4. RTTEMA studējošiem, kuri noslēguši līgumu ar kredītiestādi par studiju kredītu, šis kredīts tiek nodrošināts pēc saskaħošanas ar Studiju fondu un kredītiestādi, kura izsniedz studiju kredītus. 5. RTTEMA studējošo imatrikulācija LPA un veiktā studiju apjoma pielīdzināšana minētajā LPA programmā notiek saskaħā ar tās uzħemšanas noteikumiem, imatrikulācijas kārtībā, attiecīgās studiju programmas prasībām, kā arī ar citiem studiju procesu reglamentējošiem dokumentiem. 6. LPA ir tiesības noteikt, kurā attiecīgās programmas studiju gadā studējošais uzsāks studijas, atbilstoši LPA studiju programmu saturam un prasībām. 7. Līdz ar datumu, kad studējošie ir pārtraukuši studijas RTTEMA un uzsākuši studijas LPA, viħī studē, ievērojot visus LPA darbību reglamentējošos dokumentus un maksā LPA noteikto studiju maksu vai sedz studiju maksu ar studiju kredīta palīdzību. 8. Vienošanās stājas spēkā ar parakstīšanas dienu un ir spēkā uz nenenoteiktu laiku. 9. Vienošanās var tikt grozīta, papildināta vai lauzta pēc pušu vienošanās rakstiskā formā, ko noformē kā Vienošanās protokolu un, kas no tā parakstīšanas brīža kĝūst par Vienošanās neatħemamu sastāvdaĝu. Rigas Pedagoăijas un izglītības vadības augstskola LV : Juridiskā adrese: Imantas 7. līnija 1.. Riga, LV-1083 Tālrunis: e-pasts Liepājas Pedagoăijas Akadēmija LV Juridiskā adrese: Lielā iela 14, Liepāja, LV-3401, Latvija Tālrunis: , e-pasts: lpaivclieppa.lv Rektore asociētā profesore G.Smiltniece Riga, 151

152 Riga LĪGUMS KOPIJA Ĝ gada 31.janvārī Nr / / 55 Rigas Pedagoăijas un izglītības vadības augstskola, tas rektores Daces Markus personā, turpmāk tekstā "RTTEMA", kas darbojas saskaħā ar RTTEMA Satversmi, no vienas puses, un Rēzeknes Augstskola, tās rektora Leonāra Svarinska personā, turpmāk tekstā "Rēzeknes Augstskola", kas darbojas saskaħā ar Rēzeknes Augstskolas Satversmi, no otras puses, katrs atsevišėi turpmāk saukts "Puse" vai abi kopā "Puses", noslēdz šo Līgumu ( turpmāk tekstā,,līgums") par sekojošo: 1. Līguma priekšmets 1.1. Ja šī līguma darbības laikā netiek akreditēta vai tiek likvidēta RTTEMA otrā līmeħa profesionālās augstākās izglītības studiju programma "skolotājs logopēds" (turpmāk tekstā "Studiju programma"), Rēzeknes Augstskola apħemas nodrošināt Studiju programmas studentiem iespēju turpināt studijas Rēzeknes Augstskolas īstenotajā studiju programmā "Skolotājs logopēds". 2. Pušu saistības 2.1. RTTEMA apħemas informēt Studiju programmā studējošos par šo vienošanos un tās nosacījumiem Rēzeknes Augstskola nepārħem RTTEMA saistības pret Studiju programmas studentiem RTTEMA studentu imatrikulācija Rēzeknes Augstskolā un veiktā studiju apjoma pielīdzināšana Rēzeknes Augstskolas studiju programmai Skolotājs logopēds " notiek saskaħā ar Rēzeknes Augstskolas uzħemšanas noteikumiem un imatrikulācijas kārtību, kā arī citiem studiju procesu reglamentējošiem noteikumiem Valsts budžeta dotēto studiju vietu skaits tiek dokumentāli noformēts un nodots Rēzeknes Augstskolai, atbilstoši reālajam studējošo skaitam, kurus, saskaħā ar šo vienošanos, pārħem Rēzeknes Augstskola RTTEMA Studiju programmā studējošiem, kurus, saskaħā ar šo vienošanos, pārħem Rēzeknes Augstskola, un kuri ir noslēguši līgumus ar kredītiestādi par studiju kredītu, pēc saskaħošanas ar Studiju fondu un kredītiestādi šis kredīts tiek nodrošināts uz iepriekšējiem nosacījumiem. 3. Līguma termiħš 3.1. Līgums stājas spēkā tā parakstīšanas brīdī un ir noslēgts uz nenoteiktu laiku. 4. Pušu garantijas 4.1. Puses apliecina, ka ir tiesīgas veikt šajā Līgumā noteiktās darbības un uzħemties saistības, kuras paredz šis Līgums. 5. Domstarpības un strīdi 5.1. Visus strīdus un domstarpības, kas varētu rasties saistībā ar šo Līgumu, Puses risina savstarpējo pārrunu ceĝā Strīdi un domstarpības, par kuriem nav panākta vienošanās pārrunu ceĝā, tiek risināti Latvijas Republikā spēkā esošo norrnatoaakĝa,npjjeiitajā,ėārtībā. Rigas Pedagoăijas un izglītības vadības augstskola I. Miėelsone Rīgā,. 152

153 6. Citi noteikumi 6.1. Šo Līgumu var grozīt un/vai papildināt tikai ar Pušu rakstisku vienošanos Katra Puse var izbeigt šī Līguma darbību, par to rakstveidā paziħojot otrai Pusei vismaz 1 (vienu) mēnesi iepriekš Šis Līgums ir sastādīts un parakstīts divos eksemplāros latviešu valodā, kuriem ir vienāds juridisks spēks, katrai Pusei - pa vienam eksemplāram. 7. Pušu rekvizīti Rigas Pedagoăijas un izglītības vadības augstskola Imantas 7.līnija 1, Rīgā, LV 1083 PVNreă.Nr Latvijas Banka VKRNC Kods: LACBLV2X Konts: LV37TREL Rēzeknes Augstskola Rēzekne, Atbrīvošanas aleja 90 LV-4600 PVN reă. Nr. LV Latvijas Banka VKRNC Kods: LACBLV2X Konts LV90TREL D. Markus L.Svarinskis/ x 153

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