Rhode Island Department of Education and The Central Falls Speech and Language Capacity Project Students with Speech And Language Impairments Meeting Their.

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!!)