1. Rhode Island Department of Education and The Central Falls Speech and Language Capacity Project Students with Speech And Language Impairments Meeting Their Needs A Guide for Schools and Families

2. 2002-2003 Speech and Language Manual Committee Patricia Iafrate Bellini M.S. CCC/SLP Ellen Connery M.S. CCC/SLP Elizabeth Connors M.S. CCC/SLP Nancy Pariseault Cordy M.S. SLP Anne DeFanti M.Ed. Thomas DiPaola Ph.D. Kimberly R. Rothwell-Carson M.Ed. Debbie Spaziano Susan Wood Ph.D

3. Before we learn to read and write, we learn to communicate.

4. The importance of speech and language skills cannot be understated in the ability of a child to access the general curriculum and other aspects of his or her educational setting.

5. This guide book will: Provide clarity Provide clarity Assist with making eligibility decisions Assist with making eligibility decisions Provide information Provide information Provide uniform standards Provide uniform standards Align with changes in IDEA 97 Align with changes in IDEA 97

6. This guide book DOES NOT: Provide a formula to rate the severity of communication impairments Provide a formula to rate the severity of communication impairments Determine length or frequency of intervention Determine length or frequency of intervention Determine the service delivery model Determine the service delivery model Set Caseload/Workload standards Set Caseload/Workload standards

7. Basic 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 Team IEP Team Gather Appropriate Information Gather Appropriate Information No child should be considered eligible for speech/language services on standardized testing alone No child should be considered eligible for speech/language services on standardized testing alone Look at the childs strengths and weaknesses in a variety of settings/sources Look at the childs strengths and weaknesses in a variety of settings/sources Discrepancy between language and intellectual testing by itself should not be the only factor used in eligibility determination Discrepancy between language and intellectual testing by itself should not be the only factor used in eligibility determination

8. Basic Premises and Rationale Continued Write a Comprehensive Report Write a Comprehensive Report The report must address the presence or absence of any adverse impact of the childs communication impairment on his or her educational performance The report must address the presence or absence of any adverse impact of the childs communication impairment on his or her educational performance Justification for special education services are a necessity Justification for special education services are a necessity Service Determination and Delivery Service Determination and Delivery Decide what is the best service delivery model for the child Decide what is the best service delivery model for the child Direct Service Direct Service Classroom Based Classroom Based Consultative Consultative

9. Main Areas Preschool Referral Preschool Referral School Age Referral School Age Referral Special Populations Special Populations

10. Preschool Referral Evaluation Evaluation Obtain a Hearing Screening Obtain a Hearing Screening Medical and Family History Medical and Family History Formal and Informal Measures can be used and should include a Language Sample as well as information from teachers and parents Formal and Informal Measures can be used and should include a Language Sample as well as information from teachers and parents Eligibility Eligibility May qualify under Developmental Delay May qualify under Developmental Delay 25% delay and /or a score equal to of greater than 2 standard deviations below the mean in one area of development or a score greater than 1.5 standard below the mean in 2 areas of development (RI Regulations) 25% delay and /or a score equal to of greater than 2 standard deviations below the mean in one area of development or a score greater than 1.5 standard below the mean in 2 areas of development (RI Regulations)

11. Preschool Referral Continued Speech Eligibility Speech Eligibility Consistent non-developmental errors on one or more phonemes or phonological processes Consistent non-developmental errors on one or more phonemes or phonological processes Intelligibility Intelligibility Errors cause considerable concern to the child and may limit social, emotional or academic functioning Errors cause considerable concern to the child and may limit social, emotional or academic functioning

12. School Age Referral Evaluation Evaluation Information from teacher and parents Information from teacher and parents Information about communication style within the classroom and within the home environment Information about communication style within the classroom and within the home environment Adverse Effects on Educational Performance Adverse 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 the childs educational performance Look for information that supports an adverse effect on the childs educational performance Best Practice: Obtain a Hearing Screening Best Practice: Obtain a Hearing Screening Best Practice: Obtain information on Medical and Family History Best Practice: Obtain information on Medical and Family History

13. School Age Referral Continued Eligibility Eligibility Evaluation Results Formal and/or Informal Evaluation Results Formal and/or Informal The determination of eligibility CANNOT be made solely on the basis of discrepancy between language and cognitive measures. The determination of eligibility CANNOT be made solely on the basis of discrepancy between language and cognitive measures. May be used to support or supplement findings May be used to support or supplement findings Worksheets Worksheets Summary of Evaluation Findings Summary of Evaluation Findings Teacher Input Teacher Input Evidence of Adverse Effect Evidence of Adverse Effect

14. Eligibility Articulation Articulation Voice Voice Fluency Fluency Language Language

15. Definition Articulation/Phonology An articulation or phonological disorder is, the atypical production of speech sounds characterized by substitutions, omissions additions or distortions that may interfere with intelligibility Children with phonologic disorders exhibit error patterns in the application of phonological rules for speech. An articulation or phonological disorder is, the atypical production of speech sounds characterized by substitutions, omissions additions or distortions that may interfere with intelligibility Children with phonologic disorders exhibit error patterns in the application of phonological rules for speech.

16. Articulation/Phonology Eligibility Criteria Eligibility Criteria One or more consistent non-developmental sound errors One or more consistent non-developmental sound errors Unintelligible to significant members of his/her environment Unintelligible to significant members of his/her environment Articulation patterns that cause significant concern to the child which limit social, emotional and academic functioning Articulation patterns that cause significant concern to the child which limit social, emotional and academic functioning Oral Motor Considerations Oral Motor Considerations English Language Learners (ELL) Considerations English Language Learners (ELL) Considerations

17. Articulation Continued Worksheet Data Worksheet Data Evidence of Adverse Effect Evidence of Adverse Effect Appendix Information Appendix Information

18. Definition: Voice A voice disorder is characterized by the abnormal production and/or absence of vocal quality, pitch, loudness, resonance or duration which is inappropriate for an individuals age, cultural background and/or sex, draws unfavorable attention to the speaker and interferes with communication. Disorders of the voice may be functional or organic. A voice disorder is characterized by the abnormal production and/or absence of vocal quality, pitch, loudness, resonance or duration which is inappropriate for an individuals age, cultural background and/or sex, draws unfavorable attention to the speaker and interferes with communication. Disorders of the voice may be functional or organic.

19. Voice Physician Evaluation, preferably an ENT Physician Evaluation, preferably an ENT Eligibility Criteria (Must include physician recommendations) Eligibility Criteria (Must include physician recommendations) Mild Vocal Deviations Mild Vocal Deviations Moderate to Severe abnormal vocal characteristics which interfere with social, emotional, academic and/or vocational functioning Moderate to Severe abnormal vocal characteristics which interfere with social, emotional, academic and/or vocational functioning Vocal difference that is distinctly abnormal or the age and sex of the child that interferes or limits the childs participation in the educational setting Vocal difference that is distinctly abnormal or the age and sex of the child that interferes or limits the childs participation in the educational setting Intelligibility due to vocal characteristics Intelligibility due to vocal characteristics

20. Voice Continued ELL Considerations ELL Considerations Worksheet Data Worksheet Data Evidence of Adverse Effect Evidence of Adverse Effect Appendix Information Appendix Information

21. Definition: Fluency A fluency disorder is an interruption in the flow of speaking characterized by atypical rate, rhythm and repetitions in sounds, syllables, words and phrases. This may be accompanied by excessive tension, struggle behavior and secondary mannerisms. A fluency disorder is an interruption in the flow of speaking characterized by atypical rate, rhythm and repetitions in sounds, syllables, words and phrases. This may be accompanied by excessive tension, struggle behavior and secondary mannerisms.

22. Fluency Eligibility Criteria Eligibility Criteria Mild Dysfluencies Mild Dysfluencies Child with moderate to severe dysfluencies where secondary characteristics may or may not be present Child with moderate to severe dysfluencies where secondary characteristics may or may not be present ELL Considerations ELL Considerations Worksheet Data Worksheet Data

23. Fluency Continued Evidence of Adverse Effect Evidence of Adverse Effect Appendix Information Appendix Information

24. Definition: Language An educationally significant language disorder is impaired comprehension and/or use of spoken, written and/or other symbol system. The disorder may involve (1) the form of language (phonology, morphology, syntax) (2) the content of language (semantics) and/or (3) the function of language in communication (pragmatics) in any combination An educationally significant language disorder is impaired comprehension and/or use of spoken, written and/or other symbol system. The disorder may involve (1) the form of language (phonology, morphology, syntax) (2) the content of language (semantics) and/or (3) the function of language in communication (pragmatics) in any combination

25. Language Eligibility Criteria Eligibility Criteria Children who present with mild to moderate through severe profiles Children who present with mild to moderate through severe profiles ELL Considerations ELL Considerations Worksheet Data Worksheet Data Evidence of Adverse Effect Evidence of Adverse Effect Appendix Information Appendix Information

26. Exit Criteria Determining whether services are needed or no longer needed is a decision for the IEP Team: Determining whether services are needed or no longer needed is a decision for the IEP Team: Factors to consider: Factors to consider: All objectives have been met All objectives have been met At the request of the parent or of the child (if age appropriate) and support of evaluation At the request of the parent or of the child (if age appropriate) and support of evaluation Medical Evaluation recommends temporary or permanent discontinuation of services Medical Evaluation recommends temporary or permanent discontinuation of services Evaluations have indicated that the child has learned sufficient compensation strategies to access the general curriculum without special education and/or related services Evaluations have indicated that the child has learned sufficient compensation strategies to access the general curriculum without special education and/or related services

27. Exit Criteria Continued The child no longer needs special education or related services to participate in the general education setting The child no longer needs special education or related services to participate in the general education setting Decisions should be based on the childs ability to make progress in the general education setting without the support of speech and language services Decisions should be based on the childs ability to make progress in the general education setting without the support of speech and language services

28. Special Considerations Each child is unique! Each child is unique! Not all children fit into the categories weve looked at before Not all children fit into the categories weve looked at before

29. Special Populations ELL ELL Severe and Profoundly Disabled Children Severe and Profoundly Disabled Children Children with Swallowing Disorders/Dysphagia Children with Swallowing Disorders/Dysphagia Children with Mental Retardation Children with Mental Retardation Children with Traumatic Brain Injury Children with Traumatic Brain Injury

30. Special Populations Continued Central Auditory Processing Disorder (CAPD) Central Auditory Processing Disorder (CAPD) Autism Spectrum Disorder Autism Spectrum Disorder Nonverbal Learning Disorder Nonverbal Learning Disorder Other Disorders Other Disorders

31. Make Informed Decisions Not every child with a disability, even a Speech/Language Impairment requires Speech/Language Services Not every child with a disability, even a Speech/Language Impairment requires Speech/Language Services Other Special Education or Related Services Other Special Education or Related Services Section 504 Section 504 General Education services General Education services If Speech/Language Services are recommended, decide what service delivery model is best If Speech/Language Services are recommended, decide what service delivery model is best Direct Direct Classroom Based Classroom Based Consultative Consultative

32. Resources Organizations Organizations Resources Resources Local Support Local Support Parent and Professional Resources Parent and Professional Resources www.ritap.org www.ritap.org

33. Patricia Iafrate Bellini MS CCC/SLP On Loan from the Central Falls School Department Rhode Island Department of Education Office of Special Needs Shepard Building 255 Westminster Street Providence, Rhode Island 02903-3400 E-Mail: ride4993@ride.ri.net Main Office: (401)222-3505 Voice Mail: (401) 222-4600 X2316 Fax: (401) 222-6030 TTY: 800-745-5555

34. Kimberly Rothwell-Carson M.Ed. Educational Specialist Rhode Island Department of Education Office of Special Needs Shepard Building 255 Westminster Street Providence, Rhode Island 02903-3400 E-Mail: rid03265@ride.ri.net Main Office: (401)222-3505 Voice Mail: (401) 222-4600 X2336 Fax: (401) 222-6030 TTY: 800-745-5555

35. Where Do We Go From Here? Peer Review Peer Review Pilot Sites Pilot Sites Final Revisions Final Revisions Final Draft Distribution in January 2004 Final Draft Distribution in January 2004 (we hope!!) (we hope!!)