A speech and language disability may exist when a student's difficulty impedes the acquisition or retention of skills necessary to succeed in the classroom. According to the Commissioner's Regulations, the definition of Speech Impaired is:
“A pupil with a communication disorder such as stuttering, impaired articulation, a language impairment, or voice impairment, which adversely affects a child's educational performance.” ( Individuals with Disabilities Education Act -- IDEA)
As a Related Service (for Special Education classified students):
Students who are classified by the Committee on Special Education, and who have speech and language deficits which adversely affect their academic and/or social functioning, may be recommended for speech/language intervention.
As a Building Level Service ( general curriculum support):
Students may be recommended for speech and language therapy as a building level (general curriculum support) service. These students usually exhibit mild difficulties that do not qualify as a related service on an I.E.P.
Guidelines for Eligibility & Services
The following guidelines are considered when determining a student's need for Speech and Language services:
- In order to receive speech and language therapy as a Related Service, students' scores on two or more standardized tests within the diagnostic battery must be below the 25th percentile (below Scaled Score of 8). Receptive and expressive language deficits must impact upon academic performance.
- Consideration of Building Level Services will take into account below average scores on complete standardized measures, in addition to functional assessments.
Exit decisions are based on the student's performance on standardized and/or functional assessments, as well as meeting their established goals. Speech and Language services may also be discontinued if, after re-evaluation, any of the following conditions are present:
- Speech/language deficits no longer adversely affect the student's educational or social-emotional performance.
- Therapeutic intervention is no longer yielding a positive educational effect.
- The student is not accessing the speech/language services.
- The student has accomplished stated goals and further service is not indicated.
Referral for Service
Students receive speech and language therapy following referral from one or more of these sources:
1. Committee on Special Education
2. Child Study Team and Academic Team
3. Speech and Language Screening
Diagnostic Assessment
The District’s speech and language therapists employ a wide variety of assessment tools to evaluate students' communication strengths and weaknesses. In addition to formal tests, evaluations may include informal assessments such as language samples, classroom observations and consultations with classroom teachers and learning resource staff, as well as reviewing any additional testing results that have been provided.
Related Terminology
I. Language:
A student with a language dysfunction exhibits significant difficulties in processing auditory information, syntax, semantics, and/or pragmatics.
- Receptive Language - the ability to understand and interpret what one hears - comprehension, vocabulary
- Expressive Language - use of words and sentences to convey messages and thoughts, and engage in conversation.
- Syntax and Morphology - comprehension of word order and rules of language.
- Semantics- meanings of words.
- Pragmatics- ability to functionally employ all communication skills to be an effective speaker and listener.
- Auditory Processing- the ability to decipher auditory stimuli, cognitive processing of words, and connected utterances or sentences.
II. Articulation (Speech Production):
Articulation or phonological errors persisting beyond standard developmental milestones, particularly if these errors interfere with overall intelligibility.
III. Fluency:
A student with a fluency disorder may exhibit an inappropriate rate of speech, characterized by any of the following: repetitions, prolongations, blocks, hesitations, interjections, broken words, revisions, incomplete phrases, or ancillary movements that are indicative of stress or struggle
IV. Voice:
A voice disorder is characterized by an abnormal production or absence of vocal quality, pitch, loudness, resonance,or duration, that is inappropriate for an individual's age and/or gender.
V. Hearing:
A student identified with a mild to severe hearing loss who is in need of supplemental speech, language, and/or aural rehabilitation, may be eligible for services.
The Role of the Speech and Language Pathologist
Speech and Language pathologists help students to develop and improve their communication skills. Their credentials include a Master's degree in Speech and Language Pathology, Certification of Clinical Competency awarded by the American Speech - Language - Hearing Association, and Teacher of Speech - Language - Hearing certification from the New York State Department of Education.
Specific duties include:
- Screen new students who have just moved into the District
- Screen all incoming Kindergarten students
- Screen children referred by Child Study Team, classroom teachers, District Committees on Special Education, physicians, administrators, private speech-language pathologists, and audiologists
- Evaluate students who may warrant speech and/or language therapy
- Make recommendations for appropriate delivery of speech and language services tailored to the student's specific needs
- Develop appropriate goals to be included in a student's Individual Educational Plan (I.E.P.)
- Provide therapy for eligible students with speech and language disorders
- Participate in Child Study Team meetings, district wide speech/language meetings and in-service programs
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