Accreditation of Speech Therapy (Program code: 471415) higher
professional study programme at Liepaja Academy of Pedagogy.
Joint report
Programme director MSc.sal.B.Trinite.
The Speech Therapy study program is provided for the training of highly qualified
teacher-speech therapists for the necessitities of Latvia, that is determinated by the
need for early detection, assessment, intervention and prevention of communication
disorders of different aetiology at different life stages. This three-year long study
programme is (111 CP) based on higher pedagogical or higher professional medical
education. This programme can be acquired in part-time studies.
The study programme Speech Therapy has developed co-operation with speech
therapist training programme of the University of Latvia and number of innovations
have been introduced into the programme resulting from the co-operation with Lund
University Institute of Logipedics and Phoniatrics. However, these comparisons are
not clear enough.
The aims and objectives of the study programme are quite good. The programme and
the realities support each other. There is a strong cooperation between the schools
(day care centres), local authorities and the university.
The content and organization of the studies comply well with professional and
educational standards, legislation of the Republic of Latvia and the standards of the
European Union. The content of the study programme consists of theoretical studies
in Psychology, Medicine, Linguistics, Speech and Language disorders and different
therapies (42 CP), practice in speech therapy (12 CP) and research work (diploma
work and qualification examination (12 CP), also free choice courses (10 CP).
Qualification and professionality of the academic staff members is good, since they
have good practical skills in the field, but there should be more people with PhD
degrees.
Assessment of teaching and learning. The study programme covers well the
traditional aspects of speech therapy. For developing the curricula it is necessary to
pay more attention to teaching and developing children with learning disabilities in
preschool and primary school, also to the special methods of teaching the Latvian
language (to secure cooperation with teachers and educators) and using mathematical
texts in case of under-developed language. The curricula should reflect more
possibilities to integrate subjects (a pedagogical output) and contemporary
developments in linguistics, psychology and psycholinguistics (e.g. semantics and
knowledge, pragmatics, strategies of text creation and perception).
Very positive is the strong belief in the people, their high motivation to learn and
teach. People working for the program want to learn and develop.Very positive is also
the interaction between students and teachers. Both students and lecturers are
positively motivated, ready to cooperate and implement new study methods. Both
sides highlighted also good cooperation with practitioners. New possibilities should
be sought for lecturers of speech therapy to participate in supervising practical works.
Students highlighted somewhat less the role of theoretical knowledge. Professionals
showed us their real interest towards work, the regional-political situation and the way
how schools, day care centres and other institutions want to integrate with them.
The amount of Latvian language scientific literature in Latvia has grown considerably
in previous years. Available foreign language literature is mainly in Russian.
Considering the quite high theoretical level of Russian logopedia and the knowledge
of Russian language among students, this situation can be evaluated as positive.
However, the academy should enlarge the amount of scientific literature from other
regions to examine consciously side by side different teaching strategies and basic
theories. The number of publications of lecturers of logopedia is modest (as well as
study materials in Latvian). The lists of compulsory literature in some subjects appear
to be quite arbitrary.
Studies end with an integrated qualification exam (2CP) and defending the diploma
thesis. At the exam there are two theoretical questions and one exercise assuming
problem solving. This solution can be evaluated positively. Brief look into the
diploma thesis’ gave an impression of too much referring to literature, while data
processing is generally limited to computing percentages. It is recommended to
increase the role of statistical analyses. As students can use computers at the academy,
this should be possible. One possibility might be to increse the capacity of subject
Methology of pedagogical research (currently 1 CP) and practice statistical programs
within this course.
Approximately 10 CP-s of the study program are covered by lecturers with a doctoral
degree, while most teaching is done by people with master's degree or without a
scientific degree (lecturers without a degree teach basic theories within a range of 13
CP-s, and field subjects within 16 CP-s). Hopefully the executives of the Academy in
cooperation with the ministry will find opportunities for lecturers' degree studies.
Launching a common doctoral studies project in Latvia, Estonia and Lithuania could
be something to discuss about.
The development plan foresees cooperation with The Latvian Association of Speech
Therapists and European Association of Speech and Language Therapists, as well as
training for the supervisors of practical works. Unfortunately more precise analyses
(of the problems) of following the program and planned curriculum development,
were not presented in the materials. In the discussions neither students, lecturers nor
supervisors of practical works and employers, described their deficiencies, problems
and needs for development. The impression was that experts were not considered to
be suitable partners for finding the solutions.
The management and support of the studies. There is quite high respect of the
principles of democracy, clear definition of the relations among representatives of the
administration, academic staff and students. Cooperation with other educational
establishments, research institutions and international organizations is active. There
are contacts and possibilities to do research together with different countries (Sweden,
England, Germany, Estonia). Excange of staff and students with other higher
education establishments should be more active. Methodological, informational and
technical resources and facilities of the study programme are on satisfactory level.
Research activities of the staff and the students. There are many staff members
writing their PhD thesis and the potential is quite good in near future. The program
director has good qualifications and is able to lead team work well. In the library there
should be more literature in foreign languages.
The programme is good and succesful. The analysed curriculum is practical,
motivation of lecturers and students is high, and subjects included in the curriculum
should in fact secure the training of teacher-logopeds. The involvement of specialists
and practicioners can be appreciated. It is necessary in future to develop the
curriculum and subjects programs as a whole (recommendations are mentioned
above) and to rise the qualifications of lecturers (start a doctoral program) and the
level of scientific works.
Recommendations:
It is recommended to look for additional financial possibilities, starting by yourself
and also on government level.
Very important is the training of trainers. Use your national and international
networks. You can also use them for guest-lecturers, for the exchange of academic
staff and later for students.
It should be important to start with logopedical work with small children at the age 23. The principle issue is that children have the right to start pre-school education latest
at three years.
All teachers must learn to teach the children with special needs and correct their
language and speech disorders.
Stimulate students and academic staff to use more international literature and the
internet. More computers should be available to develop the programmes, for the use
of the academic staff, students and teachers.
Valdis Folkmanis, Assistant professor at the University of Latvia
Karl Karlep, Assistant professor at Tartu University
Marika Veisson, Professor at Tallinn Pedagogical University (team leader)
Accreditation of Speech Therapy (Program code: 471415) higher
professional study programme at Liepaja Academy of Pedagogy.
Individual report
Programme director MSc.sal.B.Trinite.
The Speech Therapy study program is provided for the training of highly qualified
teacher-speech therapists for the necessitities of Latvia, that is determinated by the
need for early detection, assessment, intervention and prevention of communication
disorders of different aetiology at different life stages. This three-year long study
programme is (111 CP) based on higher pedagogical or higher professional medical
education. This programme can be acquired in part-time studies.
The study programme Speech Therapy has developed co-operation with speech
therapist training programme of the University of Latvia and number of innovations
have been introduced into the programme resulting from the co-operation with Lund
University Institute of Logipedics and Phoniatrics. However, these comparisons are
not clear enough.
The aims and objectives of the study programme are quite good. The programme and
the realities support each other. There is a strong cooperation between the schools
(day care centres), local authorities and the university.
The content and organization of the studies comply well with professional and
educational standards, legislation of the Republic of Latvia and the standards of the
European Union. The content of the study programme consists of theoretical studies
in Psychology, Medicine, Linguistics, Speech and Language disorders and different
therapies (42 CP), practice in speech therapy (12 CP) and research work (diploma
work and qualification examination (12 CP), also free choice courses (10 CP).
Qualification and professionality of the academic staff members is good, since they
have good practical skills in the field, but there should be more people with PhD
degrees.
Assessment of teaching and learning. The study programme covers well the
traditional aspects of speech therapy. For developing the curricula it is necessary to
pay more attention to teaching and developing children with learning disabilities in
preschool and primary school, also to the special methods of teaching the Latvian
language (to secure cooperation with teachers and educators) and using mathematical
texts in case of under-developed language. The curricula should reflect more
possibilities to integrate subjects (a pedagogical output) and contemporary
developments in linguistics, psychology and psycholinguistics (e.g. semantics and
knowledge, pragmatics, strategies of text creation and perception).
Very positive is the strong belief in the people, their high motivation to learn and
teach. People working for the program want to learn and develop.Very positive is also
the interaction between students and teachers. Both students and lecturers are
positively motivated, ready to cooperate and implement new study methods. Both
sides highlighted also good cooperation with practitioners. New possibilities should
be sought for lecturers of speech therapy to participate in supervising practical works.
Students highlighted somewhat less the role of theoretical knowledge. Professionals
showed us their real interest towards work, the regional-political situation and the way
how schools, day care centres and other institutions want to integrate with them.
The amount of Latvian language scientific literature in Latvia has grown considerably
in previous years. Available foreign language literature is mainly in Russian.
Considering the quite high theoretical level of Russian logopedia and the knowledge
of Russian language among students, this situation can be evaluated as positive.
However, the academy should enlarge the amount of scientific literature from other
regions to examine consciously side by side different teaching strategies and basic
theories. The number of publications of lecturers of logopedia is modest (as well as
study materials in Latvian). The lists of compulsory literature in some subjects appear
to be quite arbitrary.
Studies end with an integrated qualification exam (2CP) and defending the diploma
thesis. At the exam there are two theoretical questions and one exercise assuming
problem solving. This solution can be evaluated positively. Brief look into the
diploma thesis’ gave an impression of too much referring to literature, while data
processing is generally limited to computing percentages. It is recommended to
increase the role of statistical analyses. As students can use computers at the academy,
this should be possible. One possibility might be to increse the capacity of subject
Methology of pedagogical research (currently 1 CP) and practice statistical programs
within this course.
Approximately 10 CP-s of the study program are covered by lecturers with a doctoral
degree, while most teaching is done by people with master's degree or without a
scientific degree (lecturers without a degree teach basic theories within a range of 13
CP-s, and field subjects within 16 CP-s). Hopefully the executives of the Academy in
cooperation with the ministry will find opportunities for lecturers' degree studies.
Launching a common doctoral studies project in Latvia, Estonia and Lithuania could
be something to discuss about.
The development plan foresees cooperation with The Latvian Association of Speech
Therapists and European Association of Speech and Language Therapists, as well as
training for the supervisors of practical works. Unfortunately more precise analyses
(of the problems) of following the program and planned curriculum development,
were not presented in the materials. In the discussions neither students, lecturers nor
supervisors of practical works and employers, described their deficiencies, problems
and needs for development. The impression was that experts were not considered to
be suitable partners for finding the solutions.
The management and support of the studies. There is quite high respect of the
principles of democracy, clear definition of the relations among representatives of the
administration, academic staff and students. Cooperation with other educational
establishments, research institutions and international organizations is active. There
are contacts and possibilities to do research together with different countries (Sweden,
England, Germany, Estonia). Excange of staff and students with other higher
education establishments should be more active. Methodological, informational and
technical resources and facilities of the study programme are on satisfactory level.
Research activities of the staff and the students. There are many staff members
writing their PhD thesis and the potential is quite good in near future. The program
director has good qualifications and is able to lead team work well. In the library there
should be more literature in foreign languages.
The programme is good and succesful. The analysed curriculum is practical,
motivation of lecturers and students is high, and subjects included in the curriculum
should in fact secure the training of teacher-logopeds. The involvement of specialists
and practicioners can be appreciated. It is necessary in future to develop the
curriculum and subjects programs as a whole (recommendations are mentioned
above) and to rise the qualifications of lecturers (start a doctoral program) and the
level of scientific works.
Recommendations:
It is recommended to look for additional financial possibilities, starting by yourself
and also on government level.
Very important is the training of trainers. Use your national and international
networks. You can also use them for guest-lecturers, for the exchange of academic
staff and later for students.
It should be important to start with logopedical work with small children at the age 23. The principle issue is that children have the right to start pre-school education latest
at three years.
All teachers must learn to teach the children with special needs and correct their
language and speech disorders.
Stimulate students and academic staff to use more international literature and the
internet. More computers should be available to develop the programmes, for the use
of the academic staff, students and teachers.
Marika Veisson, Professor at Tallinn Pedagogical University (team leader)
Evaluation of Higher education study programme SPEECH THERAPY at
Liepaja Pedagogical Academy
The study programme has been compiled for preparing logopeds in the open
university (part time studies) on the basis of earlier higher education in pedagogics or
medicine. The program is directed by Baiba Trinite (MSc). Nominal time for studies
is three years (111 CP).
The curriculum includes subjects from following areas: psychology, medicine,
linguistics, speech- and language disabilities and therapies according to disability and
age groups (42 CP), practical logopedy (12 CP), diploma thesis and an exam of
qualification (12 CP); the free choise subjects (10 CP) include special questions about
speech therapy. The curriculum has been designed considering the qualification
standards of teacher training.
The study programme covers the traditional aspects of logopedia (speech therapy)
quite well. Considered have been both the different disabilities as well as patients' age
related differences. The study program has been compiled cosidering the experiences
of other countries (Germany, Estonia). Contacts have also been made with collegues
from many other countries and there is active participation in many European
educational projects. For developing the curricula it is necessary to pay more attention
to teaching and developing the children with learning disabilities in preschools and
primary schools, also to special teaching methods of the Latvian language (to secure
cooperation with teachers and educators) and to using mathematical texts in case of
under-developed language. The curricula should reflect more the possibilities to
integrate subjects (a pedagogical output) and contemporary developments in
linguistics, psychology and psycholinguistics (e.g. semantics and knowledge,
pragmatics, strategies of text creation and perception).
Both students and lecturers are positively motivated, ready to cooperate and
implement new study methods. Both sides highlighted good cooperation with
practitioners. New possibilities should be sought for lecturers of logopedia to
participate in the supervision practical works. Students valued somewhat less the role
of theoretical knowledge.
The amount of scientific literature in Latvian language has grown considerably in
previous years. Available foreign language literature is mainly in Russian.
Considering the quite high theoretical level of Russian logopedia and the knowledge
of Russian language among students, this situation can be considered positive.
However, the academy should enlarge the amount of scientific literature from other
regions to examine different teaching strategies and basic theories consciously side by
side. The number of publications of the lecturers of logopedia is modest (as well as
study materials in Latvian). The lists of compulsory literature in some subjects appear
to be quite arbitrary.
Studies end with an integrated qualification exam (2 CP) and defending the diploma
thesis (10 CP). At the exam there are two theoretical questions and one exercise
assuming problem solving. This solution can be evaluated positively. Brief look into
the diploma works gave an impression of too much referring to literature, while data
processing is generally limited to computing percentages. It is recommended to
increase the role of statistical analyses. As students can use computers at the academy,
this should be possible. One possibility might be to increase the capacity of subject
Methodology of pedagogical research (currently 1CP) and practice statistical
programs within this course.
Approximately 10 CP-s of the study program are covered by lecturers with a doctoral
degree, while most teaching is done by people with Master’s degrees or without a
scientific degree (lectures without a degree teach basic theories within a range of 13
CP-s, and field subjects within 16 CP-s). Hopefully the executives of the Academy in
cooperation with the ministry will find opportunities for lecturers’ degree studies.
Launching a common doctoral studies project in Latvia, Estonia and Lithuania could
be something to discuss about.
The development plan foresees cooperation with the Latvian Association of Speech
Therapists and European Association of Speech and Language Therapists, as well as
trainings for the supervisors of practical works. Unfortunately more precise analyses
(problems) of following the program and planned curriculum development, was not
presented in the materials. In the discussions neither students, lecturers nor
supervisors of practical works and employers, described their deficiencies, problems
and needs for development. The impression was that experts were not considered to
be suitable partners for finding the solutions.
Summary. The analysed curriculum is practical, motivation of lecturers and students
is high, and subjects included in the curriculum should in fact secure the training of
teachers-logopeds. The involvement of specialists and practitioners should be
appreciated.
It is necessary in the future to develop the curriculum and subject programs as a
whole (recommendations are mentioned above) and to rise the qualifications of
lecturers (start a doctoral program) and the level of scientific works.
Karl Karlep, Doctor Habilitus in Education
The Republic of Estonia, Tartu
Akreditācijas komisijas locekļa Valda Folkmaņa individuālais ziņojums par
studiju programmu ,, Logopēdija” (kods – 47 1415)
Individuālais ziņojums veidots atbilstoši izsniegtās anketas struktūrai un
novērtēšanas skalai: 4 (ļoti labi), 3 (labi), 2 (apmierinoši), 1(neapmierinoši).
I Mērķi un uzdevumi.
1. Studiju programmas mērķu un uzdevumu skaidrība, sasniedzamība un
pārbaudamība.
Novērtējums: 2
Komentārs: Studiju programmas izvirzītie mērķi un uzdevumi problemātiski sasniedzami
nepilna laika studiju formā, ņemot vērā uzņemšanas nosacījumos definētos tik dažādos
uzņemšanas nosacījumus, kas pieļauj ļoti atšķirīgu priekšzināšanu līmeni, un relatīvi īsu
studiju ilgumu – 3 gadus, kura laikā atšķirīgs priekšzināšanu līmenis var traucēt izpildīt visas
programmā definētās prasības kvalifikācijas ieguvei.
II Studiju saturs un organizācija.
Novērtējums: 3
Komentārs: Studiju programmas saturs un organizācija atbilst iegūstamajai skolotāja
logopēda kvalifikācijai. Nepietiekama studiju programmas fleksibilitāte – studenti ar
dažādām priekšzināšanām apgūst vienus un tos pašus studiju kursus.
2. Atbilstība Latvijas Republikas izglītības un profesiju standartiem, citiem
normatīvajiem aktiem un Eiropas Savienības prasībām un rekomendācijām.
Novērtējums: 3
Komentārs: Programma atbilst Latvijas Republikas izglītības un profesiju standartiem, citiem
normatīvajiem aktiem, Eiropas Savienības prasībām un rekomendācijām
3. Studiju programmas un tās atsevišķu daļu saskaņotība ar Latvijas un
Eiropas kopējās izglītības telpas veidošanas prasībām, tai skaitā izmantojot
salīdzinājumu ar vismaz 2 ES valstu studiju programmām.
Novērtējums: 3
Komentārs: Studiju programma satura un struktūras ziņā veiksmīgi salīdzināta ar
logopēdijas studiju programmām Tartu Universitātē (Igaunija) un Berlīnes Humbolta
Universitātē (Vācija)
4. Akadēmiskā personāla kvalifikācija un profesionalitāte.
Novērtējums: 2
Komentārs: Lai gan programmu realizē kvalificēti speciālisti, iztrūkst aktīvas zinātniski
pētnieciskās darbības, kas rosinātu studentu zinātnisko aktivitāti.
III Mācīšana un zināšanu novērtēšana.
Novērtējums: 2
Komentārs: Pārsteidza studentu nevēlēšanās un nespēja saistīt valodas traucējumu korekcijā
izmantojamās metodes ar teorijām, kas ir šo metožu pamatā, kā arī darba devēju vienprātīgie
apgalvojumi, ka sagatavotie speciālisti esot ideāli un neesot nekādu ierosmju viņu
sagatavošanas pilnveidošanai. Virspusēja attieksme un pašapmierinātība mazina progresa
iespējas.
5. Modernas mācīšanas metodes, studijās sagaidāmo rezultātu skaidrs izklāsts,
problēmu risināšana, datoru, multimediju un interneta izmantošana.
Novērtējums: 3
Komentārs: Sarunās ar studentiem, kā arī iepazīstoties ar anonīmas anketēšanas rezultātiem,
konstatēju, ka tiek mācību procesā tiek pielietotas modernas mācīšanas metodes, studijās
sagaidāmo rezultātu skaidrs izklāsts, problēmu risināšana, datoru, multimediju un interneta
izmantošana.
6. Palīdzība studentiem, pasniedzēju konsultācijas, akadēmiskā vadība un
studēšanas motivācijas paaugstināšana.
Novērtējums: 3
Komentārs: Sarunās ar studentiem tika noskaidrots, ka pasniedzēji ir pieejam ne tikai
konsultāciju laikos, bet arī ārpus tiem, studenti tiek savlaicīgi informēti par izmaiņām studiju
plānā, kā arī, lai izvērtētu studentu domas un priekšlikumus, tiek veikta studentu anketēšana.
Sarūgtināja tas, ka studenti nespēja identificēt programmas vajās vietas un tiem nebija
nekādu ideju programmas pilnveidei.
7. Zināšanu, prasmju un attieksmju novērtēšanas metožu objektivitāte un
izmantošana studiju procesa pilnveidošanai.
Novērtējums: 3
Komentārs: Zināšanu, prasmju un attieksmju novērtēšanas metožu objektivitāte tiek labi
nodrošināta.
IV Studiju nodrošinājums un vadība.
Novērtējums: 3
8. Demokrātijas principu ievērošana studiju programmas vadīšanā, skaidri
noteiktas administrācijas pārstāvju, akadēmiskā personāla un studentu savstarpējās
attiecības.
Novērtējums: 3
Komentārs: Par demokrātijas principu ievērošanu studiju programmas vadīšanā liecina
labās koleģiālās attiecības starp pasniedzējiem, kā arī starp pasniedzējiem un studentiem.
9. Sadarbība ar citām izglītības iestādēm, zinātniskajām institūcijām,
starptautiskām organizācijām, akadēmiskā personāla un studentu apmaiņas ar citām
augstskolām.
Novērtējums: 3
Komentārs: Studiju programmas realizācijā iesaistītie pasniedzēji strādājuši vai veikuši
pētniecisko darbu ārvalstīs (skat. sadaļu ,, Ārējie sakari”). Akadēmiskajam personālam
rekomendēju aktīvāk strādāt zinātnē, kas nodrošinātu bāzi pilnvērtīgai starptautiskai
sadarbībai un sekmētu akadēmiskā personāla un studentu apmaiņas ar citām augstskolām.
10. Studiju programmas
nodrošinājums.
metodiskais,
informatīvais
un
materiāltehniskais
Novērtējums : 3
Komentārs: Studiju programmas īstenošanai pieejami visi nepieciešamie resursi, kas
sastopami LPA. Bibliotēka tiek saturiski papildināta un modernizēta.
V Personāla un studentu zinātniskās pētniecības (radošais) darbs.
11. Akadēmiskā personāla un studentu iesaistīšanās zinātniskās pētniecības (radošajā)
darbā, zinātniskās pētniecības darbu tematikas aktualitāte un saistība ar studiju
programmas saturu.
Novērtējums: 2
Komentārs: Programma paredz studentu zinātniski - pētniecisko darbību un tās prezentācijas
iespējas LPA un citu augstskolu studentu zinātniskajās konferencēs, kā arī diplomdarbos.
Diemžēl pārrunās ar akadēmisko personālu, neizdevās detalizēti noskaidrot akadēmiskā
personāla zinātniski – pētnieciskās darbības virzienus un citējamos avotos publicētos rakstus.
VI Kvalitātes nodrošinājums un garantijas.
Novērtējums: 2
12. Ikgadēja studiju programmas vājo un stipro pušu, izmaiņu, attīstības
iespēju un plānu apspriešana, iekšējās pašnovērtēšanas un kvalitātes pilnveidošanas
sistēmas nepārtraukta darbība.
Novērtējums: 2
Komentārs: Mulsināja akadēmiskā personāla, studentu, kā arī darba devēju vienprātīgais
viedoklis, ka studiju programma ir nevainojama. Žēl, ka pašnovērtēšana neizkristalizēja
programmas vājās puses, jo tieši šis apstāklis nodrošinātu paša akadēmiskā personāla
motivāciju kvalitātes pilnveidošanas sistēmas nepārtrauktai darbībai.
13. Absolventu veiksmīga iekārtošanās darbā apgūtajā specialitātē.
Novērtējums: 3
Komentārs: Pārrunās ar darba devējiem noskaidroju, ka neeksistē bažas par skolotāja
logopēda darba vietām.
14. Studiju turpināšanas iespējas un finansiālās garantijas studiju programmas
likvidācijas, reorganizācijas vai citu izmaiņu gadījumā.
Novērtējums: 3
Komentārs: Iespējama studiju turpināšana atbilstošā programmā citās Latvijas augstskolās
vai LPA pilna laika klātienē.
ATZINUMS: Atzinuma novērtējums un komentāri tiek attiecināti arī uz LPA Rīgas filiāli.
Piekrītu akreditācijas komisijas kopīgajam lēmumam, ka tiek ieteikts programmu akreditēt uz
diviem gadiem.
18.06.04.
V. Folkmanis.