This paper points to selected competences of special educational teacher specializing in logopaedics — surdopedy with the aim to point to necessity of implementation of specialized professional activities to educational-learning process. It focuses on logopaedic prevention in pre-school age and at the beginning of compulsory school attendance, on diagnosis of special educational needs and complex logopaedic intervention in integrated pupils with disturbed communicative ability. It also emphasizes justifiability of anchoring the position of special educational teacher in the school’s counselling team.