rhode island department of education and the central falls speech and language capacity project...
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Rhode Island Department of EducationRhode Island Department of Education and The Central Falls Speech and Language and The Central Falls Speech and Language
Capacity ProjectCapacity Project
Students with Speech And Students with Speech And Language Impairments Language Impairments
Meeting Their NeedsMeeting Their Needs
A Guide for Schools and A Guide for Schools and FamiliesFamilies
2002-2003 2002-2003 Speech and Language Manual Speech and Language Manual
CommitteeCommitteePatricia Iafrate Bellini M.S. CCC/SLPPatricia Iafrate Bellini M.S. CCC/SLP
Ellen Connery M.S. CCC/SLPEllen Connery M.S. CCC/SLPElizabeth Connors M.S. CCC/SLPElizabeth Connors M.S. CCC/SLPNancy Pariseault Cordy M.S. SLPNancy Pariseault Cordy M.S. SLP
Anne DeFanti M.Ed.Anne DeFanti M.Ed.Thomas DiPaola Ph.D.Thomas DiPaola Ph.D.
Kimberly R. Rothwell-Carson M.Ed.Kimberly R. Rothwell-Carson M.Ed.Debbie SpazianoDebbie SpazianoSusan Wood Ph.DSusan Wood Ph.D
Before we learn to read Before we learn to read and write, we learn to and write, we learn to
communicate.communicate.
The importance of speech and language The importance of speech and language skills cannot be understated in the ability skills cannot be understated in the ability of a child to access the general curriculum of a child to access the general curriculum and other aspects of his or her educational and other aspects of his or her educational
setting.setting.
This guide book will:This guide book will:
Provide clarityProvide clarity
Assist with making eligibility decisionsAssist with making eligibility decisions
Provide informationProvide information
Provide uniform standardsProvide uniform standards
Align with changes in IDEA 97Align with changes in IDEA 97
This guide book DOES NOT:This guide book DOES NOT:
Provide a formula to rate the severity of Provide a formula to rate the severity of communication impairments communication impairments
Determine length or frequency of interventionDetermine length or frequency of intervention
Determine the service delivery modelDetermine the service delivery model
Set Caseload/Workload standardsSet Caseload/Workload standards
Basic Premises and RationaleBasic Premises and Rationale
Be a TEAM member Be a TEAM member Teacher Support Team (TST)Teacher Support Team (TST) Evaluation Team (ET)Evaluation Team (ET) IEP TeamIEP Team
Gather Appropriate InformationGather Appropriate Information No child should be considered eligible for No child should be considered eligible for
speech/language services on standardized testing speech/language services on standardized testing alonealone
Look at the child’s strengths and weaknesses in a Look at the child’s strengths and weaknesses in a variety of settings/sourcesvariety of settings/sources
Discrepancy between language and intellectual Discrepancy between language and intellectual testing by itself should not be the only factor used in testing by itself should not be the only factor used in eligibility determination eligibility determination
Basic Premises and Rationale Basic Premises and Rationale ContinuedContinued
Write a Comprehensive ReportWrite a Comprehensive Report The report must address the presence or absence of The report must address the presence or absence of
any adverse impact of the child’s communication any adverse impact of the child’s communication impairment on his or her educational performanceimpairment on his or her educational performance
Justification for special education services are a Justification for special education services are a necessitynecessity
Service Determination and DeliveryService Determination and Delivery Decide what is the best service delivery model for Decide what is the best service delivery model for
the child the child Direct ServiceDirect Service Classroom BasedClassroom Based Consultative Consultative
Main AreasMain Areas
Preschool ReferralPreschool Referral
School Age ReferralSchool Age Referral
Special PopulationsSpecial Populations
Preschool Referral Preschool Referral
EvaluationEvaluation Obtain a Hearing ScreeningObtain a Hearing Screening Medical and Family HistoryMedical and Family History Formal and Informal Measures can be used and Formal and Informal Measures can be used and
should include a Language Sample as well as should include a Language Sample as well as information from teachers and parentsinformation from teachers and parents
Eligibility Eligibility May qualify under Developmental DelayMay qualify under Developmental Delay
25% delay and /or a score equal to of greater than 2 25% delay and /or a score equal to of greater than 2 standard deviations below the mean in one area of standard deviations below the mean in one area of development or a score greater than 1.5 standard development or a score greater than 1.5 standard below the mean in 2 areas of development (RI below the mean in 2 areas of development (RI Regulations)Regulations)
Preschool Referral ContinuedPreschool Referral Continued
Speech Eligibility Speech Eligibility Consistent non-developmental errors on one or more Consistent non-developmental errors on one or more
phonemes or phonological processesphonemes or phonological processes
Intelligibility Intelligibility
Errors cause considerable concern to the child and Errors cause considerable concern to the child and may limit social, emotional or academic functioningmay limit social, emotional or academic functioning
School Age ReferralSchool Age Referral
EvaluationEvaluation Information from teacher and parentsInformation from teacher and parents Information about communication style within the Information about communication style within the
classroom and within the home environmentclassroom and within the home environment Adverse Effects on Educational PerformanceAdverse Effects on Educational Performance Formal and Informal Measures can be used Formal and Informal Measures can be used
Look for information that supports an adverse effect on Look for information that supports an adverse effect on the child’s educational performancethe child’s educational performance
Best Practice:Best Practice: Obtain a Hearing Screening Obtain a Hearing Screening Best Practice:Best Practice: Obtain information on Medical and Obtain information on Medical and
Family HistoryFamily History
School Age Referral ContinuedSchool Age Referral Continued
Eligibility Eligibility Evaluation Results Formal and/or Informal Evaluation Results Formal and/or Informal
The determination of eligibility CANNOT be made The determination of eligibility CANNOT be made solely on the basis of discrepancy between solely on the basis of discrepancy between language and cognitive measures.language and cognitive measures.
May be used to support or supplement findingsMay be used to support or supplement findings
WorksheetsWorksheets Summary of Evaluation FindingsSummary of Evaluation Findings Teacher InputTeacher Input
Evidence of Adverse Effect Evidence of Adverse Effect
EligibilityEligibility
ArticulationArticulation
VoiceVoice
FluencyFluency
LanguageLanguage
Definition Articulation/PhonologyDefinition Articulation/Phonology
An articulation or phonological disorder An articulation or phonological disorder is, “the atypical production of speech is, “the atypical production of speech sounds characterized by substitutions, sounds characterized by substitutions, omissions additions or distortions that omissions additions or distortions that may interfere with intelligibility” may interfere with intelligibility” Children with phonologic disorders Children with phonologic disorders exhibit error patterns in the application exhibit error patterns in the application of phonological rules for speech.of phonological rules for speech.
Articulation/Phonology Articulation/Phonology
Eligibility CriteriaEligibility Criteria One or more consistent non-developmental sound One or more consistent non-developmental sound
errorserrors Unintelligible to significant members of his/her Unintelligible to significant members of his/her
environmentenvironment Articulation patterns that cause significant concern Articulation patterns that cause significant concern
to the child which limit social, emotional and to the child which limit social, emotional and academic functioningacademic functioning
Oral Motor ConsiderationsOral Motor Considerations
English Language Learners (ELL) English Language Learners (ELL) ConsiderationsConsiderations
Articulation Continued Articulation Continued
Worksheet DataWorksheet Data
Evidence of Adverse EffectEvidence of Adverse Effect
Appendix InformationAppendix Information
Definition: VoiceDefinition: Voice
A voice disorder is characterized by the A voice disorder is characterized by the abnormal production and/or absence of abnormal production and/or absence of vocal quality, pitch, loudness, vocal quality, pitch, loudness, resonance or duration which is resonance or duration which is inappropriate for an individual’s age, inappropriate for an individual’s age, cultural background and/or sex, draws cultural background and/or sex, draws unfavorable attention to the speaker unfavorable attention to the speaker and interferes with communication. and interferes with communication. Disorders of the voice may be functional Disorders of the voice may be functional or organic.or organic.
VoiceVoice
Physician Evaluation, preferably an ENTPhysician Evaluation, preferably an ENT Eligibility Criteria (Must include physician Eligibility Criteria (Must include physician
recommendations)recommendations) Mild Vocal DeviationsMild Vocal Deviations Moderate to Severe abnormal vocal characteristics Moderate to Severe abnormal vocal characteristics
which interfere with social, emotional, academic which interfere with social, emotional, academic and/or vocational functioningand/or vocational functioning
Vocal difference that is distinctly abnormal or the Vocal difference that is distinctly abnormal or the age and sex of the child that interferes or limits the age and sex of the child that interferes or limits the child’s participation in the educational settingchild’s participation in the educational setting
Intelligibility due to vocal characteristics Intelligibility due to vocal characteristics
Voice ContinuedVoice Continued
ELL ConsiderationsELL Considerations
Worksheet DataWorksheet Data
Evidence of Adverse EffectEvidence of Adverse Effect
Appendix InformationAppendix Information
Definition: FluencyDefinition: Fluency
A fluency disorder is an interruption in A fluency disorder is an interruption in the flow of speaking characterized by the flow of speaking characterized by atypical rate, rhythm and repetitions in atypical rate, rhythm and repetitions in sounds, syllables, words and phrases. sounds, syllables, words and phrases. This may be accompanied by excessive This may be accompanied by excessive tension, struggle behavior and tension, struggle behavior and secondary mannerisms.secondary mannerisms.
FluencyFluency
Eligibility CriteriaEligibility Criteria Mild DysfluenciesMild Dysfluencies Child with moderate to severe dysfluencies where Child with moderate to severe dysfluencies where
secondary characteristics may or may not be presentsecondary characteristics may or may not be present ELL ConsiderationsELL Considerations
Worksheet DataWorksheet Data
Fluency ContinuedFluency Continued
Evidence of Adverse EffectEvidence of Adverse Effect
Appendix InformationAppendix Information
Definition: LanguageDefinition: Language
An educationally significant language An educationally significant language disorder is impaired comprehension disorder is impaired comprehension and/or use of spoken, written and/or and/or use of spoken, written and/or other symbol system. The disorder other symbol system. The disorder may involve (1) the form of language may involve (1) the form of language (phonology, morphology, syntax) (2) the (phonology, morphology, syntax) (2) the content of language (semantics) and/or content of language (semantics) and/or (3) the function of language in (3) the function of language in communication (pragmatics) in any communication (pragmatics) in any combinationcombination
Language Language
Eligibility CriteriaEligibility Criteria Children who present with mild to moderate through Children who present with mild to moderate through
severe profiles severe profiles
ELL ConsiderationsELL Considerations
Worksheet DataWorksheet Data
Evidence of Adverse EffectEvidence of Adverse Effect
Appendix InformationAppendix Information
Exit CriteriaExit Criteria
Determining whether services are needed or no Determining whether services are needed or no longer needed is a decision for the IEP Team:longer needed is a decision for the IEP Team: Factors to consider:Factors to consider:
All objectives have been metAll objectives have been met
At the request of the parent or of the child (if age appropriate) At the request of the parent or of the child (if age appropriate) and support of evaluation and support of evaluation
Medical Evaluation recommends temporary or permanent Medical Evaluation recommends temporary or permanent discontinuation of servicesdiscontinuation of services
Evaluations have indicated that the child has learned sufficient Evaluations have indicated that the child has learned sufficient compensation strategies to access the general curriculum compensation strategies to access the general curriculum without special education and/or related services without special education and/or related services
Exit Criteria Continued Exit Criteria Continued
The child no longer needs special education or The child no longer needs special education or related services to participate in the general related services to participate in the general education setting education setting
Decisions should be based on the child’s ability Decisions should be based on the child’s ability to make progress in the general education to make progress in the general education setting without the support of speech and setting without the support of speech and language serviceslanguage services
Special ConsiderationsSpecial Considerations
Each child is unique!Each child is unique!
Not all children fit into the categories we’ve Not all children fit into the categories we’ve looked at before looked at before
Special PopulationsSpecial Populations
ELL ELL
Severe and Profoundly Disabled ChildrenSevere and Profoundly Disabled Children
Children with Swallowing Disorders/DysphagiaChildren with Swallowing Disorders/Dysphagia
Children with Mental RetardationChildren with Mental Retardation
Children with Traumatic Brain InjuryChildren with Traumatic Brain Injury
Special Populations ContinuedSpecial Populations Continued
Central Auditory Processing Disorder Central Auditory Processing Disorder (CAPD)(CAPD)
Autism Spectrum DisorderAutism Spectrum Disorder
Nonverbal Learning DisorderNonverbal Learning Disorder
Other DisordersOther Disorders
Make Informed DecisionsMake Informed Decisions
Not every child with a disability, even a Not every child with a disability, even a Speech/Language Impairment requires Speech/Language Impairment requires Speech/Language ServicesSpeech/Language Services Other Special Education or Related ServicesOther Special Education or Related Services Section 504Section 504 General Education services General Education services
If Speech/Language Services are If Speech/Language Services are recommended, decide what service delivery recommended, decide what service delivery model is bestmodel is best DirectDirect Classroom BasedClassroom Based Consultative Consultative
ResourcesResources
OrganizationsOrganizations
ResourcesResources
Local SupportLocal Support
Parent and Professional ResourcesParent and Professional Resources
www.ritap.orgwww.ritap.org
Patricia Iafrate Bellini Patricia Iafrate Bellini MS CCC/SLPMS CCC/SLP
On Loan from the On Loan from the Central Falls School DepartmentCentral Falls School Department
Rhode Island Department of EducationRhode Island Department of EducationOffice of Special NeedsOffice of Special NeedsShepard Building Shepard Building 255 Westminster Street255 Westminster StreetProvidence, Rhode Island 02903-3400Providence, Rhode Island 02903-3400E-Mail: [email protected]: [email protected] Office: (401)222-3505Main Office: (401)222-3505Voice Mail: (401) 222-4600 X2316Voice Mail: (401) 222-4600 X2316Fax: (401) 222-6030Fax: (401) 222-6030TTY: 800-745-5555TTY: 800-745-5555
Kimberly Rothwell-Carson M.Ed.Kimberly Rothwell-Carson M.Ed.Educational SpecialistEducational Specialist
Rhode Island Department of EducationRhode Island Department of Education
Office of Special NeedsOffice of Special Needs
Shepard Building Shepard Building
255 Westminster Street255 Westminster Street
Providence, Rhode Island 02903-3400Providence, Rhode Island 02903-3400
E-Mail: [email protected]: [email protected]
Main Office: (401)222-3505Main Office: (401)222-3505
Voice Mail: (401) 222-4600 X2336Voice Mail: (401) 222-4600 X2336
Fax: (401) 222-6030Fax: (401) 222-6030
TTY: 800-745-5555TTY: 800-745-5555
Where Do We Go From Here?Where Do We Go From Here?
Peer ReviewPeer Review
Pilot SitesPilot Sites
Final RevisionsFinal Revisions
Final Draft Distribution in January 2004Final Draft Distribution in January 2004
(we hope!!)(we hope!!)