TABLE OF CONTENTS
Eligibility Criteria For Speech/Language Impaired Services…………………………………………3
Introduction……………………………………………………………………………………….3
Role and Responsibility of the Speech Language Pathologist……………………………………3
Students Suspected of Having a Speech and Language Impairment: The Identification Process….4
Referrals for a Speech and Language Only Case Study Evaluation……………………………...4
The Assessment Process………………………………………………………………………………….4
Procedures for Speech and Language Evaluations……………………………………………….4
Evaluation…………………………………………………………………………………………4
Eligibility Determination………………………………………………………………………….4
Impartial Due Process Hearing……………………………………………………………………5
Other Factors to Consider When Determining Eligibility………………………………………...5
The Speech and Language Evaluation……………………………………………………………6
Severity Rating Guidelines………………………………………………………………………..6
Special Considerations for ESL students…………………………………………………………7
Articulation……………………………………………………………………………………………….8
Articulation and Phonology Eligibility……………………………………………………………8
Articulation and Phonology Matrix………………………………………………………………..9
Developmental Ages to Phoneme Mastery……………………………………………………….10
Poole Norms……………………………………………………………………………...10
Articulation and Phonology Assessment Instruments Commonly used at HBGSD……..10
Language………………………………………………………………………………………………….11
Pragmatics………………………………………………………………………………………...11
Language Eligibility Matrix………………………………………………………………………12
Language Assessments Commonly used at HBGSD……………………………………………..13
Fluency……………………………………………………………………………………………………13
Fluency Matrix……………………………………………………………………………………14
Continuum of Dysfluent Speech Behavior……………………………………………………….15
Voice………………………………………………………………………………………………………16
Voice Matrix……………………………………………………………………………………...16
Speech and Language Eligibility Criteria/Matrix……………………………………………………..17
Exit Criteria………………………………………………………………………………………………18
Service Delivery Models…………………………………………………………………………………19
Monitor…………………………………………………………………………………………...19
Integrated Services……………………………………………………………………………….19
Collaborative Consultation……………………………………………………………………….20
Traditional Pull Out………………………………………………………………………………20
Instructional Services (Language Intensive)……………………………………………………..20
References………………………………………………………………………………………………...21
Appendices………………………………………………………………………………………………22+
Cognitive Considerations………………………………………………………………………….A
Request for Speech and Language Screening…………………….……………………………….B
English as a Second Language – Parent Input Form………………………………………………C
Eligibility Criteria for Speech/Language Impaired Services
The following guidelines have been developed for determining eligibility for Speech and Language services within the Harrisburg School District. Significant portions of the document closely align with the State of Pennsylvania Department of Education and the recommendations stated by the American Speech/Language/Hearing Association (ASHA).
Introduction
Eligibility for special education and related services in the area of Speech and Language Impairment is determined through the IEP process beginning with Speech/Language screening or CAAST referral program.
Determining the existence of a speech and language impairment is the first step in determination of eligibility for special education under the eligibility of Speech/Language impaired. Subsequent to identifying impairment, the adverse impact of the disability on the student’s educational performance and the need for special education and related services must be documented.
It is very important to note that, although this document provides guidelines, specific circumstances affecting a particular student must be taken into consideration. Cultural influences or differences and the primary language of the student must be taken into account prior to test selection and evaluation. Clinical judgement may necessitate modification of these guidelines.
The guidelines described here are designed for a school population 3-21 years of age. All evaluation and interview data must be considered when determining the extent to which these children are adversely affected within their communication setting and the impact of future educational performance. Communicatively impaired children could be at risk for future academic failure without appropriate intervention and, therefore, may be eligible for speech and language services. These students are service through the continuum of service delivery models outlined later in this document.
Role and Responsibility of the Speech Language Pathologist
Speech/Language Pathologists currently trained to work in school programs may be made available as:
· Special education related services
· Special education resource programs
· Special education instructional programs
The scope of practice of the speech/language pathologist includes, but is not limited to:
1. Identification and evaluation of students with speech/language impairments
2. Participation in the determination of eligibility for special education and related services in the area of speech and language impairment
3. Participation in teacher and parent conferences including multidisciplinary conferences, IEP meetings, and annual reviews
4. Development and implementation of IEPs for all students eligible for special education and related services in the area of speech and language impairment
5. Provision of inservice programs to parents, teachers, students, administrators, and other professionals
6. Completion of required documentation and reports
7. Participation of child study and teacher assistance teams
8. Facilitation of curriculum and instructional modifications
9. Supervision of support personnel/CFY’s
10. Participation in continuing professional education
STUDENTS SUSPECTED OF HAVING A SPEECH AND LANGUAGE IMPAIRMENT: THE IDENTIFICATION PROCESS
A student may be identified as eligible to receive a special education evaluation to determine if he/she has a speech and language impairment through teacher or school-based referral; parent, self or other agency referral; or group screening. The school district must publicize its referral procedures.
Referrals for a Speech and Language Only Case Study Evaluation
It is important to document referrals by completing a referral packet (appendix D)
· The date of referral
· The referring agent
· The determination of the student’s language use pattern and cultural background (this is made by determining the language(s) spoken in the student’s home and the language(s) used most comfortably and frequently by the student);
· The determination of the student’s mode of communication (this is made by assessing the extent to which the student uses expressive language and the use he or she makes of other modes of communication as a substitute for expressive language).
In addition, it is important to note that the date of the decision to refer a student is the actual referral date. This date begins the 60-school-day timeline during which the IEP process (referral, evaluation, and placement) must be completed.
After a referral has been initiated, the review team determines whether the referral is appropriate (i.e., whether of not to conduct an assessment). Parental consent must be obtained for an individual screening. Parental consent is not necessary when the speech-language pathologist does not have direct individual contact with the student (i.e., observations, teacher interviews, record reviews, and student interviews).
The building team decides whether of not the assessment is warranted and the parent receives written notice of this decision. If an assessment is warranted, the IEP team confers and agrees on what types of assessments are necessary. The parent or legal guardian must sign consent for the designated evaluations to be completed. A copy of the “Explanation of Procedural Safeguards for Parents of Students with Disabilities” must be explained and provided to the parent at that time.
THE ASSESSMENT PROCESS
Procedures for Speech and Language Evaluations
Federal and state regulations require that the eligibility determination be multidisciplinary. This necessitates the involvement of at least three professional disciplines in determining eligibility. It also requires that the IEP and placement decisions be determined that speech testing is the only domain requiring assessment; the Speech-Language Pathologist becomes the facilitator for the assessment process.
The assessment should include vision and hearing screening completed within the last 6 months, as well as the other components identified by the team.
Evaluation
After parental consent has been obtained, the Speech-Language Pathologist is responsible for assuring necessary evaluations are completed:
Eligibility Determination
After the evaluation components are completed, the Speech-Language Pathologist sends home the invitation for the parent to attend a meeting to discuss the results of the testing. This form invites the parent to the conference which will be held to review their child’s case study and determine eligibility for special education and related services. This form must be sent to the parents at least ten calendar days before the conference. It must contain information regarding where the conference will be held, the purpose of the meeting, who will be invited to attend the meeting, and who should be contacted for more information. Individuals who are required to participate in the conference include a local education agency (LEA) representative, a regular education teacher, and those who have conducted assessments with the student.
During the conference, the conference team members interpret evaluation data and make an eligibility determination. The team must arrive at a consensus regarding the student’s eligibility for special education and related services. According to IDEA 1997 regulations, a student is eligible for special education and related services only when it is determined that a disability exists, that the disability has an adverse effect on the student’s educational performance and that the need for specialized services to address the adverse effect(s) is present and documented.
For example, speech and language impairments may affect the student’s educational performance in the classroom and with peers. Articulation and fluency disorders may create negative self-esteem that inhibits a student’s performance in the classroom. Students with language disorders lack a strong language base that is the foundation necessary for learning to occur within the academic curriculum. They often lack proficiency I language arts that is central to the curriculum across all grade levels. These factors frequently mask the true ability level and actual proficiency of the student and can limit participation in the classroom exchanges and discussions.
On the other hand, a student may have an articulation, fluency, or language disorder that does not create negative self-esteem, does not receive negative reactions to the disorder from the student and/or other students and does not inhibit the student’s performance in the classroom. In this case, the disorder does not interfere with the student’s ability to benefit from education. Therefore, no adverse effect on the student’s educational performance can be documented, and the student is not eligible for special education and related services.
If, according to IDEA 1997, a student is determined eligible for special education and related services, an IEP must be developed for the child. It must be noted that the educational placement decision is made after the entire IEP is developed.
Individuals who are required to participate in the IEP meeting include and LEA representative, the child’s teacher and, for initial placement, a person knowledgeable about the evaluation procedures utilized in this assessment and the results. If the parent(s) does not attend the meeting, documentation of three attempt to arrange a mutually agreed upon time and place for the meeting needs to be in the child’s temporary record.
Impartial Due Process Hearing
A parent or a school district may initiate a Level 1 due process hearing regarding the district’s proposal or refusal to initiate or change the identification, evaluation, or educational placement of the student or the provision of a free, appropriate public education to the student.
Other Factors to Consider When Determining Eligibility
Several other factors need to be taken into account along with the state-recommended eligibility criteria when determining eligibility for special education and related services in the area of speech and language impairment. A student may be found not eligible for special education and related services in the area of speech and language impaired if his/her language functioning is commensurate with overall cognitive ability. Guidelines outlining procedures for determining if language scores are commensurate with cognitive potential can be found in the Appendix under “Cognitive Considerations”.
This statement reflects the cognitive hypothesis, which claims that cognition is a prerequisite for language development, and therefore language depends upon and cannot develop beyond a student’s underlying cognitive limits (Casby, 1992). Many speech-language pathologists recognize that there is a relationship between cognition and language; however, these professionals do not uphold the idea that language cannot develop beyond a student’s underlying cognitive limits. They believe factors other than cognition can influence language development, and development in cognition (Casby, 1992). Therefore, these professionals recommend that, in addition to standardized testing result, the assessment team consider the following questions when determining eligibility for special education and related services in the area of speech and language impairment:
· Do the student’s communication skills meet his/her needs in current environments (i.e., if the student communicated better, would it make a significant difference)?
· Would working with this student significantly change his/her ability to communicate?
Other factors to consider when determining speech eligibility (i.e., existing disability, adverse effect and the need for specialized services) include:
1. Does the identified speech and language impairment interfere with the student’s educational, social, or emotional progress so as to consider it a disabling condition?
2. Is the student’s level of language functional for his/her adaptive behavior?
3. Does physiology or structural abnormality interfere with progress (unrepaired cleft palate, enlarged adenoids, or orthodontia)?
4. Has the child attended school consistently to gain appropriate knowledge and foundational skills to determine a disability?
The Speech and Language Evaluation
The purpose of the speech and language evaluation is to determine the degree and extent of oral language usage, receptively and expressively, and language processing abilities. Those areas of language competencies examined need to include rhythm (or fluency), articulation, and language.
Language is the ability to use the symbols of language through proper use and understanding of words and meanings (semantics), appropriate grammatical patterns (syntax), and correct usage and understanding of meaningful word markers or elements (morphology). Areas usually assessed are receptive and expressive language pragmatics.
Articulation is the accuracy and precision of speech sound selection and usage and the rules that govern their production (phonology). An oral peripheral examination is completed on each child presenting with articulation errors to rule out abnormality, weakness and malfunction as contributors to errors.
Rhythm or Fluency is the flow of speech. It covers breaks or interruptions, repetitions, or prolongations in that flow. Usually the number and type of dysfluencies are quantified based on conversational samples obtained under a variety of circumstances.
*Cultural influences, differences, and the primary language of the student must be taken into account prior to test selection and evaluation.
Severity Rating Guidelines
A severity rating helps to determine the scope of intervention required to meet the needs of students with speech and language impairments who are eligible for special education and related services. Speech and language assessment data, case study conclusions, and criteria on the Eligibility Criteria Matrix should be utilized to determine the severity of the impairment. No attempt should be made to determine severity based on the eligibility matrix until the appropriate team develops an IEP and placement is subsequently determined. The IEP must be the foundation for the placement determination, not a severity rating.