Speech Language Services
Speech disorders are defined by the Individuals with Disabilities Education Act (IDEA) as an impairment in the ability to send, receive, process and comprehend verbal, non-verbal and graphic symbol systems.
IDEA includes speech and language pathology as both a related service and as special education, since these services may be required to assist a child with a disability. Speech and language services are considered part of special education in that they are designed to meet the unique needs of the child at no cost to the parents.
Speech-Language Impairment SLI can be a stand-alone diagnosis or a related service and with a different primary disability.
Speech-language services are available to eligible students to help reduce and/or eliminate speech-language-hearing disabilities. The program is directed at remediation for articulation, voice and fluency disorders, language development, and the refinement of auditory processing skills.
The process to determine eligibility begins with a referral. A classroom teacher can refer a student by completing the Speech Referral Form. Parents can request a speech evaluation by sending a written request to the Special Education Office. A meeting with a speech-language pathologist will take place to discuss the referral concerns and to determine if a formal evaluation is warranted.
To determine eligibility for speech-language services an evaluation must first be completed. If a formal evaluation is recommended, the evaluation must consist of documentation of the educational impact of the speech problem. It will include input from the family, classroom teacher, and standardized speech/language testing.
When a child is identified as eligible for speech/language services, an Individual Education Program (IEP) is prepared. The IEP outlines the frequency and goals of the speech-language program.. Questions related to the program should be directed to the speech pathologist in your child’s building.
SPEECH-LANGUAGE DISMISSAL CRITERIA
A student will no longer receive direct speech and language services if one of the following is determined by the IEP team:
• The disability no longer adversely affects academics, as agreed upon by school personnel.
• The student’s lack of motivation and participation prevents measurable progress toward meeting his/her goals.
• The student’s progress has plateaued, demonstrated by a documented lack of measurable progress despite implementation of a variety of strategies and techniques.
• The student has health issues (i.e., medical, dental, emotional issues) requiring services to be suspended or discontinued.
• The student has met all of his/her goals and objectives.