Professional knowledge
At the level of understanding:
1. Alternative teaching methods.
2. Language of the child: system, structure, norm.
3. Child-centred pedagogy.
4. Inclusive education and special pedagogy.
5. Information technology in speech therapy.
6. Education management.
7. Complex impairment of function.
8. Communication theory and practice, psycholinguistics.
9. Latvian language teaching in pre-school.
10. Latvian language teaching in primary school.
At the level of use:
1. Legal aspects of the pedagogical process.
2. Pre-school education guidelines and programmes.
3. Psychology for teachers.
4. Socio-emotional learning.
5. State Basic Education Standard and programmes.
6. Augmentative and alternative communication methods.
7. Law on the Protection of the Children’s Rights.
8. Current laws and regulations governing educational institutions.
9. Inclusive education and special pedagogy.
10. Information technology in speech therapy.
11. Critical thinking.
12. Latvian language teaching in pre-school.
13. Latvian language teaching in primary school.
14. Basics of professional speech therapy.
15. Methods, techniques and tools for speech correction therapy.
16. Methods of assessing the results of speech correction therapy.

Professional skills and attitudes
1. Know the laws and regulations governing work in an educational institution.
2. Act in accordance with the laws and regulations governing an educational institution and the Law on the Protection of the Children’s Rights.
3. Integrate the requirements of the national standard for primary education and the national guidelines for preschool education into speech correction therapy work.
4. Promote the acquisition of competences in the area of language learning for learners with speech, language and communication disorders.
5. Child-centred, pervasive and competence-based approaches in speech correction therapy work.
6. Select speech correction therapy and teaching methods, tools and resources appropriate to the individual needs of each learner in order to achieve the goals and outcomes of the speech correction therapy work.
7. Create an inclusive learning and speech correction therapy work environment.
8. Develop speech correction and teaching aids, methodologies and programmes appropriate to the individual development needs of the learner.
9. Use digital solutions to create digital speech correction therapy and learning content.
10. Use a variety of speech correction and teaching methods according to the individual needs of the learner.
11. Use speech correction techniques and tools according to the specific nature of the speech, language and communication disorder and the individual needs of the learner.
12. Responsible and regular evaluation of the process and outcomes of speech correction therapy.
13. Develop a Progress Report on speech correction therapy.
14. Inform learners, parents and teachers about the process and results of speech correction therapy.
15. In cooperation with parents, teachers and support staff, set learning and speech correction therapy objectives for learners with speech, language and communication disorders, define achievable outcomes.
16. In cooperation with parents, teachers and support staff, provide support measures for learners with speech, language and communication disorders.
17. Explore and identify the individual developmental, learning, personal and social needs of learners with speech, language and communication disorders.
18. Inform parents, teachers and support staff about the individual needs of learners to improve their learning and social functioning.
19. Provide targeted support to improve the learning and social functioning of learners in collaboration with parents, teachers and support staff.

Professional competences:
1. Ability to be familiar with the legal aspects of the pedagogical process.
2. Ability to act in accordance with the laws and regulations governing an educational establishment.
3. Ability to comply with the Law on the Protection of the Children’s Rights.
4. Ability to integrate the requirements of the national standard for primary education and the national guidelines for preschool education into speech correction therapy work.
5. Ability to promote the acquisition of competences in the area of language learning for learners with speech, language and communication disorders.
6. Ability to implement child-centred, pervasive and competence-based approaches in speech correction therapy work.
7. Ability to define speech correction and learning objectives and plan speech correction work according to the correction and learning outcomes to be achieved and the individual needs of the learner.
8. Ability to create an inclusive learning and speech correction therapy work environment.
9. Ability to develop methodological materials for correction and learning.
10. Ability to use information technology to create digital speech correction and learning content.
11. Ability to use methods, techniques and tools appropriate to the learner’s individual needs and the speech correction and learning outcomes to be achieved.
12. Ability to systematically, plan-wise and critically evaluate the progress and outcomes of the speech correction therapy process.
13. Ability to produce a Progress Report on the speech correction therapy.
14. Ability to give clear, specific and usable feedback to parents, teachers and learners.
15. Ability to develop an individual plan for a learner with speech, language and communication difficulties, working in a team with parents, teachers and support staff.
16. Ability to provide support measures according to the individual needs of learners, working as a team with parents, teachers and support staff.
17. Ability to identify the individual developmental, learning, personal and social needs of learners with speech, language and communication disorders.
18. Ability to support learners with speech, language and communication disorders to improve their learning or social functioning.
19. Ability to work with parents, teachers and support staff to improve the learning and social functioning of learners.