Office of Exceptional Children - District Five Schools of · PDF file · 2012-02-28• Training for Speech-Language Therapists/Pathologists ... Office of Exceptional Children,

Office of Exceptional Children

SOUTH CAROLINA

SPEECH-LANGUAGE

IMPAIRMENT GUIDELINES

September 1, 2010

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SOUTH CAROLINA SPEECH-LANGUAGE

IMPAIRMENT GUIDELINES

TABLE OF CONTENTS

Page

INTRODUCTION 4

ACKNOWLEDGEMENTS 5

SECTION 1: Speech-Language Impairment 6

SECTION 2: Requirements for Speech-Language Service Providers in South Carolina Public Schools 6 • Speech-Language Therapist and Speech-Language Pathologist Terminology

• Training for Speech-Language Therapists/Pathologists • Educator Certification Requirements

• Education Certification • Renewal

• Labor, Licensing, and Regulation • American Speech-Language-Hearing Association (ASHA)

• Code of Ethics

SECTION 3: Funding 13 • South Carolina Finance Act

• IDEA Funding 2007 • Medicaid

SECTION 4: Recruitment and Retention 15 • Project SLP:RRS

SECTION 5: Roles and Responsibilities of School-based Speech-Language Therapists and Pathologists 16 • Collaboration • Intervention

• Supervision • Medicaid

SECTION 6: Special Education Policies and Procedures 21 • Comprehensive Evaluation • Eligibility Criteria for Speech-Language Impairment

• Exit Criteria

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SECTION 7: Speech-Language Service Delivery 23 • Workload • Caseload

• Services • Models

• Options • Time

• Preschool

• Parentally Placed Private School Children

SECTION 8: Special Treatment Issues 30 • Apraxia • Assistive Technology

• Autism • (Central) Auditory Processing Disorders

• Cleft Palate

• Cognitive Factors • Deaf/Hard of Hearing

• Dysphagia • Limited English Proficiency

• Linguistic and/or Cultural Diversity • Literacy

• Neurological, Orthopedic, and Other Health Factors • Phonology

• Pragmatics • Selective Mutism

• Traumatic Brain Injury

SECTION 9: Frequently Asked Questions 38

SECTION 10: Acronyms 40

REFERENCES 46

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INTRODUCTION

The South Carolina Speech-Language Impairment Guidelines provides information about speech-language requirements in South Carolina schools. First

and foremost, speech-language services must adhere to federal, state, and school district board regulations and/or policies and procedures. The federal and

state regulations and policies and procedures documents are on the South Carolina Department of Education, Office of Exceptional Children, web page at

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/StateRegulations2007.html. These documents provide

the foundation for special education in South Carolina schools. Throughout the South Carolina Speech-Language Impairment Guidelines, web links to these

documents are provided. It is essential to check frequently for updates to this

information.

The purpose of the South Carolina Speech-Language Impairment Guidelines is to provide guidance and consistency for school-based speech-

language services throughout South Carolina. The information contained within this document is provided as a resource for school-based speech-language

service providers, special education directors and coordinators, human resources, general education administrators, teachers, and parents.

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ACKNOWLEDGEMENTS

Bishop, Michelle Bradley, Angela

SCDE Orangeburg 5

[email protected] [email protected]

Bright, Doris Chester [email protected] Campbell, Angela Dillon 3 [email protected]

Chaplin, Marty Marion 1 [email protected] Choplin, Mary Lexington 5 [email protected]

Crank, Gloria Chester [email protected]

Creech, Anna Lexington 2 [email protected] Culler, Melissa Oconee [email protected]

Day, Margaret Floyd, Dr. Susan

Dorchester 2 SCDE


Fisher, Karen Newberry [email protected] Fogle, Elizabeth Orangeburg 3 [email protected]

Gregg, Dr. Harriett SCSU [email protected] Hastings, Kathy York 3 [email protected]

Hilliard, Gabrielle Anderson 5 [email protected] Holland, Alphene Sumter 2 [email protected]

Johnson, Lisa Lancaster [email protected] Johnson, Nia Darlington [email protected]

Long, Dr. Karen McFall, Nancy

Metts, Marlene

Florence 1 York 1

SCDE


[email protected]

Murph, Gail Greenwood 50 [email protected] Murphree-Holden, Crystal USC [email protected]

Neel, Peggy Greenville [email protected] Plymale, Judy Horry [email protected]

Reddeck, Dianne Laurens 56 [email protected] Rodriguez, Julie Aiken [email protected]

Schmaltz, Connie Greenville [email protected] Steppling, Dr. Mary Columbia College [email protected]

Terry, Suzanne Hampton 1 [email protected] Williams, Deloris Williamsburg [email protected]

Woodward, Freda Beaufort [email protected] Zuercher, Elizabeth Saluda [email protected]

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SECTION 1

SPEECH-LANGUAGE IMPAIRMENT

Speech-Language Impairment is one of thirteen disability categories recognized

by the Individuals with Disabilities Education Act 2004 (IDEA 04): Speech or language impairment means a communication disorder, such as

stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.

STATE BOARD OF EDUCATION

CHAPTER 43 Statutory Authority: Individuals with Disabilities Education Improvement Act of

2004, 20 U.S.C. § 1400 et seq. (2004) 43-243, Special Education, Education of

Students with Disabilities http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-

Children/old/ec/stateregs/documents/FinalStRegisterStateRegulations.pdf

SECTION 2

REQUIREMENTS FOR SPEECH-LANGUAGE

SERVICE PROVIDERS IN SOUTH CAROLINA PUBLIC SCHOOLS

Speech-Language Therapist and Speech-Language

Pathologist Terminology

South Carolina differentiates between “speech-language therapists (SLT)” and

“speech-language pathologists (SLP)”. A speech-language service provider with a bachelor’s degree in speech-language is referred to as a “speech-language

therapist”. A speech-language therapist with a bachelor’s level degree in speech-

language and educator certification, who is currently working in the South Carolina public schools, may work in the school setting until 2015*. The school

setting is currently exempt from conforming to South Carolina Department of

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Labor, Licensing, and Regulation (LLR) licensure requirements for SLP. After

attaining a master’s degree in speech-language pathology and the American Speech Language and Hearing Association (ASHA) Certificate of Clinical

Competence (CCC), he/she uses the title of speech-language pathologist. A bachelor’s level speech-language service provider should not be referred to as a

speech-language pathologist (SLP); however, the fully credentialed SLP may be referred to as a speech-language therapist. The terms “speech correctionist” and

“speech teacher” are incorrect titles.

*Columbia College and South Carolina State University have been approved for South Carolina educator certification at the bachelor’s level by the

South Carolina State Board of Education, and speech-language therapists currently working in South Carolina Schools are “grandfathered in” for S.C.

educator certification until 2015. After that date, a master’s degree in Speech-Language Pathology will be required in all settings in South Carolina.

Training for Speech-Language Pathologists

• Description of Training for Speech-Language Therapists/Pathologists

Bachelor’s level programs provide introductory courses in speech-language

pathology such as anatomy and physiology of the speech/hearing mechanism, phonetics, language development, and articulation, and

observation in speech-language pathology. Master’s level programs include in-depth and comprehensive clinical and medical coursework and training in

areas such as neurogenic speech disorders, neurocognitive bases of language, speech science and acoustic measurement, audiology, stuttering

and voice disorders, dysphagia, augmentative communication, genetics, and evaluation.

� Speech-Language Pathology Training Programs in South Carolina

Columbia College (CC), College of Education, offers a bachelor’s degree in

Speech-Language Pathology. Columbia College is a women’s liberal arts college located in Columbia, South Carolina. The speech-language pathology

program is an undergraduate program only with two tracks, certifying and non-certifying. *Certifying graduates of the speech-language pathology

program at Columbia College are eligible to obtain a teaching certificate from the South Carolina Department of Education. They are prepared and

credentialed for work in the school setting only and use the title of speech-

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language therapist. The non-certifying track prepares candidates for

graduate school. Website:

http://www.columbiacollegesc.edu/academics/education/slp/curriculum.asp

South Carolina State University (SCSU), College of Business and Applied Professional Science, offers an undergraduate program (B. A. degree)* and a

two-year Master of Arts (MA) degree program in the Department of Health Sciences/Speech Pathology and Audiology. The graduate program requires a

minimum of 36 credit hours and clinical observation. Students without an undergraduate degree in speech-language pathology and /or audiology must

also complete 18 credit hours of graduate level pre-requisite courses. South Carolina State University undergraduate and graduate programs

website: http://www.scsu.edu/academicdepartments/departmentofhealthsciences.aspx

*Columbia College and South Carolina State University have been

approved for South Carolina educator certification at the bachelor’s level by the South Carolina State Board of Education, and speech-language therapists currently working in South Carolina Schools are “grandfathered in” for S.C. educator

certification until 2015. After that date, a master’s degree in Speech-Language Pathology will be required in all settings in South Carolina.

The University of South Carolina (USC), Arnold School of Public Health,

offers a Master of Speech-Language Pathology (MSP) degree in the Department of Communication Sciences and Disorders. Also offered is the

Master of Communication Disorders (MCD) degree in the Department of Communication Sciences and Disorders through distance education. The

graduate program for students with a background in speech-language pathology is 68 semester-hours. For students with backgrounds in other

disciplines, the graduate program is 83 semester-hours. The University of

South Carolina also has an accredited doctoral program in this discipline. University of South Carolina- graduate and distance graduate programs

Website: http://www.sph.sc.edu/comd/

The Medical University of South Carolina (MUSC), College of Health Professions, Communication Sciences & Disorders Program offered a masters

degree, but was closed in 2009. Website: http://www.musc.edu/chp/csd/

Educator Certification Requirements

“Speech-Language Therapist (SLT)” is the terminology used by the South Carolina Department of Education Educator Certification. The speech-language

therapist may be addressed as a speech-language pathologist if the individual

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has the qualifying credentials. Speech-language service providers employed by

the South Carolina Public School System are required to have South Carolina Department of Education Certification. The following website provides information

about certification requirements, as well as the recertification/renewal process… http://www.scteachers.org/cert/index.cfm

The South Carolina Code of Regulations requires the following for educator

certification as a speech-language therapist: South Carolina Code of Regulations (Unannotated) Current through

State Register Volume 32, Issue 9, effective September 26, 2008. http://www.scstatehouse.gov/coderegs/c043.docx

http://ed.sc.gov/agency/stateboard/regs/article_03/64.doc

SPEECH-LANGUAGE THERAPIST Certificate

1. Master's degree

2. Completion of an advanced program approved by the State Board of Education for the preparation of speech-language therapists

3. Minimum qualifying score(s) on the area examination(s) required by the State Board of Education

Exception: Columbia College and South Carolina State University have been approved for certification at the bachelor’s level by the

SBE until 2015. Teacher Certification Manual Website:

www.scteachers.org/cert/Certpdf/TeacherCertificationManual.pdf

A speech-language service provider who has acquired the American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence, but

without South Carolina Teacher Certification, may qualify for the Internship Certificate. South Carolina Regulation R43-53.E.3. states the following:

"The Internship Certificate will also be issued to any individual who

holds the Certificate of Clinical Competence in Speech-Language Pathology issued by the American Speech-Hearing Association (ASHA)

or who has completed a master's degree that includes the academic and clinical requirements for the ASHA Certificate of Clinical Competence and has achieved the minimum qualifying score on the required

certification examination(s). The certificate will be effective for one academic year and must be requested by the employing school district.

The Internship Certificate may be converted to a professional certificate upon verification of a successful evaluation of the individual's performance during the initial year of employment."

Educator Certification Renewal

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The Renewal Credit Plan guidelines apply to any person who holds a South Carolina educator's professional certificate…

http://www.scteachers.org/cert/recert/rc_index.cfm

To be eligible for certificate renewal, the educator must earn a minimum of 120 renewal credits, as described in the renewal credit matrix, during the five year

validity period of the certificate… http://www.scteachers.org/cert/recert/pdf/matrix_dist_ent.pdf

Labor, Licensing, and Regulation (LLR) http://www.llronline.com/

The South Carolina Department of Education does not require speech-language

service providers to have a license from the South Carolina Department of Labor, Licensing, and Review (DLLR) Board. However, the school districts may decide to

contract privately with a speech-language pathologist (SLP). The contracted SLP is required to have an LLR license. The following letter provides guidance

regarding questions concerning South Carolina Educator Certification and LLR Licensure: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-

Language-Impairment/EducatorCertification-LLRLicensure.html

Certification - LLR Licensure Letter to SCSHA 11-13-08 (PDF 1.22MB)

The following website provides guidance regarding DLLR licensure:

DEPARTMENT OF LABOR, LICENSING AND REGULATION-- BOARD OF EXAMINERS IN SPEECH/LANGUAGE PATHOLOGY AND AUDIOLOGY (Statutory Authority: 1976

Code Section 40-67-90) http://www.scstatehouse.gov/code/t40c067.htm

Speech-Language Newsletter: http://www.llronline.com/POL/Speech/News/

American Speech-Language-Hearing Association

(ASHA) http://www.asha.org The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for 135,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientists. ASHA provides resources, professional development, and support to school-based speech-language pathologists… http://www.asha.org/slp/schools.

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• Certificate of Clinical Competence (CCC) ASHA is the organization that provides national certification to speech-

language pathologists. The Certificate of Clinical Competence (CCC) is

awarded after successful completion of the following:

1) a master's degree in communication disorders,

2) competency-based standards,

3) a clinical fellowship, and

4) a minimum score of 600 on the Praxis II Examination in Speech-Language

Pathology. The CCC indicates that the SLP has achieved the highest level of

national certification for Speech-Language Pathologists.

Being "certified" means holding the Certificate of Clinical Competence (CCC), a

nationally recognized professional credential that represents a level of excellence

in the field of Audiology (CCC-A) or Speech-Language Pathology (CCC-

SLP).Those who have achieved the CCC-ASHA certification-have voluntarily met

rigorous academic and professional standards, typically going beyond the

minimum requirements for state licensure. They have the knowledge, skills, and

expertise to provide high quality clinical services, and they actively engage in

ongoing professional development to keep their certification current.

For information, go to http://www.asha.org/certification/slp_standards.htm

• CCC Maintenance Standards

Speech-language service providers with the ASHA CCC must accumulate 30

certificate maintenance hours (CMHs) of professional development during each

3 year interval in order to maintain the ASHA CCC:

http://www.asha.org/certification/maintain-ccc.htm Professional development

must be related to the science or contemporary practice of speech-language

pathology, audiology, or the speech/language/hearing sciences and result in

the acquisition of new knowledge and skills, or the enhancement of current

knowledge and skills necessary for independent practice in any practice setting

and area of practice: http://www.asha.org/certification/ProfDevelopment.htm

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Although membership in ASHA is not required to maintain the Certificate of

Clinical Competence (CCC), the certification fee must be paid annually. Failure

to maintain the annual certification fees will result in the loss of the CCC. This

will prohibit the SLP from providing Medicaid and clinical/clinical fellow

supervision. Certified nonmembers must also comply with the Certification

Maintenance standard that requires participation in 30 contact hours of

professional development during each 3-year maintenance interval. To access

frequently asked questions, go to http://www.asha.org/renewfaq.htm.

• Clinical Fellowship

The Clinical Fellowship (CF) is a transition between being a graduate of an

accredited masters program and being an independent provider of clinical

services. The CF involves a mentored professional experience after the

completion of academic course work and clinical practicum including 36

weeks/1260 hours of which 80% should be direct clinical contact, an ASHA

CCC mentor, and a rating of at least 3 on core skills:

http://www.asha.org/certification/Clinical-Fellowship.htm

Code of Ethics

In addition to local, state, and federal regulations/requirements, speech-

language service providers are required to abide by the ASHA and SCSHA Codes of Ethics if they are members and by the DLLR Code of Ethics, if

licensed by the DLLR. • ASHA Code of Ethics

Every individual who is (a) a member of the American Speech-

Language-Hearing Association, whether certified or not, (b) a

nonmember holding the Certificate of Clinical Competence from the

Association, (c) an applicant for membership or certification, or (d) a

Clinical Fellow seeking to fulfill standards for certification shall abide by

this Code of Ethics. The preservation of the highest standards of

integrity and ethical principles is vital to the responsible discharge of

obligations by speech-language pathologists, audiologists, and speech,

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language, and hearing scientists. This Code of Ethics sets forth the

fundamental principles and rules considered essential to this purpose:

http://www.asha.org/docs/html/ET2010-00309.html

• SCSHA Code of Ethics

Every individual who is (a) a member of the South Carolina Speech-Language Hearing Association, whether certified or not, (b) a nonmember

holding the Certificate of Clinical Competence from the American Speech-Language-Hearing Association, (c )an applicant for membership or

certification, or (d) a Clinical Fellow seeking to fulfill standards for certification shall abide by this Code of Ethics…

http://www.scsha.com/code-of-ethics.htm

• DLLR Code of Ethics SECTION 40-67-290. Promulgation of code of ethics.

The Board of Examiners in Speech-Language Pathology and Audiology may promulgate regulations setting forth a code of ethics for persons

licensed by the board. http://www.scstatehouse.gov/code/t40c067.htm

SECTION 3

Funding

Services for students with disabilities under the Individuals with Disabilities Education Improvement Act (IDEA 2004) are funded through a number of sources— including federal, state, and local funds. It is important to understand that funds are allocated to local education agencies (LEAs) to provide services and programs—in other words, even though some funds are generated on a pupil count, they do not “follow the child”. The district has the responsibility to provide a free, appropriate public education to each identified child with a disability. The cost of those services will vary widely depending upon the needs of the child.

South Carolina Education Finance Act South Carolina Education Finance Act

The Education Finance Act of 1977 (Act 163) was developed to achieve school

finance reform and was designed to ensure that every child in each public school

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receives an educational opportunity that meets state standards. It established a

reasonable balance between the portion of the funds to be paid by the State (approximately 70 percent) and the portion of the funds to be paid by the

districts collectively (approximately 30 percent) in support of the foundation program.

So that funds will be equitably distributed to the school districts on the basis of student need, cost factors called “weightings” are used to provide for the relative

cost difference among educational programs. A weighting of 1.0 is assigned to students in grades four through eight who are being educated in regular

classroom settings. These students are considered to be the most economically educated group. The funding level for this group is called the base student cost

(BSC) and supports the costs necessary to meet the criteria established by the State Legislature. (Funding Manual, page 2)

“Speech Handicapped” has a weighting of 1.90 (Funding Manual, page 3).

Eighty-five (85) percent of the funds allocated through state and local effort for each weighted classification, except the Speech classification, must

be spent in direct and indirect aid in the specific program (classification) that serves the students who generated the funds. (Funding Manual, page 1)

IDEA Funding 04

At one time, the IDEA funds were allocated on a per pupil basis; each district

received the same amount per pupil counted in the December 1 Child Count (based on primary disability). The 1997 Reauthorization of IDEA changed that

formula. Districts were assured a “base” amount that would not be reduced. That base was set in 1999. Any funds beyond that amount are allocated as

follows: • 85% of the balance goes to districts based on the relative number of students

with disabilities in public and private schools • 15% of the balance goes to districts based on the relative number of students

in poverty.

IDEA funds must be spent on services to eligible students with disabilities. The one exception is that up to 15% may voluntarily be used to

develop Coordinated Early Intervening Services (CEIS). In some cases, districts may be required to expend 15% for CEIS, if they have been determined to have

significant disproportionality by race/ethnicity.

Medicaid

The Office of Public School Choice And Innovation - School Based Health

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strives to improve the quality and scope of medical services provided in schools

through Medicaid reimbursement claiming.

http://www.ed.sc.gov/agency/innovation-and-support/Public-School-Choice-and-Innovation/School-Based-Health/Index.html

Unlike EFA and IDEA funding, Medicaid is reimbursement for services rendered;

i.e. direct services (evaluation, reevaluation, individual and group therapy). Districts have broader discretion on expending this reimbursement. For rates, go

to: http://ed.sc.gov/agency/Innovation-and-Support/School-Based-Health/Reimbursement-Resources/SBRateseffect7-08PERSept2008Bulletin11-14-

08.xls

(See also section on Roles and Responsibilities of School-based Speech-Language Service Providers.)

SECTION 4

Recruitment and Retention

The purpose of “Project SLP-RRS: Speech-Language Pathologist Recruitment and Retention in Schools” is to provide a system for addressing

the critical need for school-based speech-language service providers in South

Carolina. This system includes initiatives (1) to recruit candidates into accredited master’s degree programs which will prepare them to be speech-language

pathologists, (2) to enhance recruitment of Speech-Language Pathologists, and (3) to increase retention through improved working conditions in school settings.

The South Carolina Department of Education, Office of Exceptional Children

provides a webpage with information about Project SLP: RRS: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-

Language-Impairment/ProjectSpeech-LanguagePathologistRRS.html

Project Speech-Language Pathologist: Recruitment and Retention in Schools The purpose of "Project SLP-RRS: Speech-Language Pathologist Recruitment and Retention in Schools" is to provide a system for addressing the critical need for school-based speech-language pathologists in South Carolina. This will be done by initiatives (1) to enhance recruitment of Speech-Language Pathologists who have the master's degree in a graduate program approved by the State Board of Education for the preparation of speech-language pathologists and (2) to increase retention through improved working conditions in school settings.

• 2010 Overview and Application Process • 2010 Memo to School Districts • 2010 Advertisement Leaflet • 2010 SLP-RRS Plan

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• District Vacancies • 2008 Project SLP-RRS Presentation (ppt 1912KB) • 2010 Progress Report • SLP-RRS Admin Presentation (ppt 389KB) • Recruitment and Retention Strategies (doc 43KB) • Brochure (doc 59KB)

• Mentoring: Positive Partners (pdf 33KB) • Speech Funding (doc 80KB) • General SLT Job Description (doc 29KB) • Step Up to the Plate (pdf 722KB) • Federal and State SLP Loan Forgiveness (pdf 284KB) • ASHA (pdf 390KB)

SECTION 5

Roles and Responsibilities of School-based

Speech-Language Service Providers

Speech-Language Service Providers have many roles and responsibilities in addition to providing instruction to children. These roles and responsibilities

require significant time to enable appropriate leadership/supervision, collaboration and intervention. Below is a summary of The American Speech-

Language Hearing Association (ASHA) 2010 policy statement on Roles and Responsibilities of Speech-Language Pathologists in Schools

This ASHA policy statement provides guidance for school-based speech-language

pathologists and administrators in implementing services to promote efficient and effective outcomes for students, as well as for pre-service educators in designing

and conducting appropriate coursework and training experiences. Critical roles include working across all age/grade levels, serving a range of disorders,

ensuring educational relevance, addressing the linguistic and metalinguistic foundations of curriculum, contributing significantly to literacy achievement,

providing culturally competent services, promoting educational growth, responsibilities in prevention, assessment, intervention, program design, data

collection and analysis, compliance with federal, state and district mandates, collaboration, and leadership in supervision, mentoring, professional

development, parent training, and research. ASHA strongly recommends that school districts make maximum use of SLPS’ expertise by enabling reasonable

workloads and recognizing their need for continued professional preparation... http://www.asha.org/docs/html/PI2010-00317.html

Collaboration

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Speech-Language Service Providers are trained in the skills necessary for

communication. It is essential that speech-language service providers use these skills to provide appropriate services for children by communicating with and

working collaboratively with parents, administrators, and other service providers.

South Carolina Office of Exceptional Children Policies and Procedures,

2009: Collaboration between special education and general education staff is an

important part of the general education intervention process. Both special

education and general education personnel should be involved in this building-level, school-wide activity…

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/documents/8-1-10RevisedPPP.doc

Guidance from ASHA:

A Model for Collaborative Service Delivery for Students With Language-Learning

Disorders in the Public Schools, Committee on Language Learning Disorders, http://www.asha.org/docs/html/RP1991-00123.html

Intervention

Based on the extensive training in speech-language development and disorders, speech-language service providers have an integral role in intervention in

schools. Comprehensive understanding of the prerequisites for literacy learning, as well as training in communication and language needs of children, enable

speech-language service providers to assist administrators and teachers in designing intervention strategies.

South Carolina Office of Exceptional Children Policies and Procedures,

2009: See Chapter 2: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/documents/8-1-

10RevisedPPP.doc

Conducting General Education Intervention

The No Child Left Behind Act (NCLB) and the IDEA place a strong emphasis on using scientifically research-based interventions, as appropriate, for children in

general education…

“Early Intervening Services” The Office of Special Education Program (OSEP) states that the use of some Part

B funds for early intervening services has the potential to benefit special education, as well as the education of other children…

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Response to Intervention

The SCDE includes speech-language service providers in the Response to Intervention process… South Carolina Response to Intervention: A Framework

and Technical Assistance Guide for Districts and Schools, SCDE, 2009: http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/Instructional-

Promising-Practices/documents/ResponsetoIntervention.html

Guidance from ASHA: See Guidelines for the Roles and Responsibilities of the School-Based

Speech-Language Pathologist, American Speech-Language-Hearing

Association: http://www.asha.org/docs/html/PI2010-00317.html

Responsiveness to Intervention: New Roles for Speech-Language Pathologists

Response to Intervention: An Alternative to Special Education

Supervision (Lead SLP, SLP Supervisor or Coordinator)

A Speech-Language Pathologist/Therapist may supervise a school district’s

Speech-Language Services Program. He/she works closely with the district administrators and other members of the special education leadership team to

implement a cohesive special education system. Responsibilities include

providing leadership for the district speech-language services program and may include supervision for Medicaid.

• Sample job descriptions:

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-

Language-Impairment/SampleSpeech-LanguagePathologistJobDescriptions_000.html

• Assisting, Developing, and Evaluating Professional Teaching (ADEPT)

These guidelines are intended to supplement South Carolina’s ADEPT

system (State Board of Education ADEPT regulation (R 43-205.1) by providing appropriate standards and procedures for the performance

evaluation of speech-language therapists. The standards, known as

Performance Dimensions, apply to speech-language therapists at all contract levels.

http://www.scteachers.org/ADEPT/slt.cfm

• ASHA Guidance:

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Professional Performance Review Process for the School-Based

Speech-Language Pathologist This document delineates the process of conducting performance

appraisals, or evaluations, of the school-based speech-language pathologist (SLP). A primary purpose of this process is to promote professional growth

within a system of accountability; further, professional performance review is considered a core feature of quality assurance… http://www.asha.org/docs/html/GL2006-00275.html

Language, Speech, and Hearing Services in Schools Vol.20 320-332 July 1989. © American Speech-Language-Hearing Association

Creative Problem Solving in Public School Supervision

Medicaid

Speech-Language service providers must be qualified according to the following

requirements by the South Carolina Department of Health and Human Services in order for the school district to bill for Medicaid reimbursement:

http://www.dhhs.state.sc.us/internet/pdf/manuals/Local%20Education/SECTION%202.pdf

A Speech-Language Therapist who does not have credentials as a Medicaid

provider must be supervised by a Speech-Language Pathologist, as defined by

the Department of Health and Human Services. Refer to “Roles and Responsibilities…Supervision” section:

A Speech-Language Pathologist in accordance with 42 CFR

440.110(c)(2)(i)(ii)(iii) is an individual who meets one of the following conditions: (i) Has a certificate of Clinical Competence from the American

Speech and Hearing Association. (ii) Has completed the necessary equivalent educational requirements and work experience to qualify for the

certificate. (iii) Has completed the academic program and is acquiring supervised work experience to qualify for the certificate.

A Speech-Language Pathology Assistant is an individual who is

currently licensed by the South Carolina Board of Examiners in Speech- Language Pathology. The Speech-Language Pathology Assistant works

under the direction of a qualified Speech-Language Pathologist pursuant to 42CFR 440.110(c)(2)(i) and (ii).

A Speech-Language Pathology Intern is an individual who is currently

licensed by the South Carolina Board of Examiners in Speech-Language Pathology and is seeking the academic and work experience requirements

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established by the American Speech and Hearing Association (ASHA) for

the Certification of Clinical Competence in Speech-Language Pathology. The Speech-Language Pathology Intern works under the direction of a qualified

Speech-Language Pathologist pursuant to 42 CFR440.110(c)(2)(i) and (ii).

A Speech-Language Therapist is an individual who does not meet the

credentials outline in the 42 CFR 440.110(c)(2)(i)(ii) and (iii) that must work under the direction of a qualified Speech-Language Pathologist.

• Medicaid Supervision:

The Medicaid supervisor of speech-language therapists (SLTs) must be a

speech-language pathologist (SLP) as defined by the American Speech-Language-Hearing Association (ASHA) Technical Report: Medicaid Guidance

for Speech-Language Pathology Services: Addressing the “Under the Direction of” Rule. American Speech-Language-Hearing Association (ASHA): http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-Language-Impairment/documents/Policies-and-Procedures-for-Medicaid-

Supervision.doc The supervising SLP is legally and ethically responsible for all services

provided or omitted by the treating speech-language therapist. The

supervising SLP must provide contact information for an alternate SLP to supervise SLTs, if needed. Supervising SLPs and SLTs being supervised will

need to allocate sufficient time to ensure adequate communication and compliance.

The supervisor of speech-language services for whom the school district

receives Medicaid reimbursement must adhere to the requirements of the South Carolina Medicaid System. The South Carolina Department of

Education Office of Public School Choice and Innovation – School Based Health serves as a liaison between the public school system and the South

Carolina Department of Health & Human Services.

Public School Choice And Innovation - School Based Health Speech Services Documentation Tools: http://ed.sc.gov/agency/Innovation-and-Support/Public-School-Choice-and-Innovation/School-Based-Health/Speech-DocForms.html

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FAQs and sample documentation forms for speech services and speech supervisor documentation:

• Speech Supervisors FAQs • IEP Supplemental Statement

• Supervisor Alternate Form • Speech Evaluation Report Form

• Speech Re-eval Only Form • Speech Referral Form

South Carolina Department of Health & Human Services Local Education Manual http://www.dhhs.state.sc.us/dhhsnew/ServiceProviders/ProviderManualsAll.asp?pType=Loca

l%20Education

Speech Language Pathology Services are provided by or under the

direction of a Speech-Language Pathologist.

• Medicaid Quality Assurance

SPEECH-LANGUAGE PATHOLOGY SERVICES: QUALITY ASSURANCE

REVIEW Monitoring Forms http://www.ed.sc.gov/agency/Innovation-and-Support/School-Based-

Health/old/medicaid/speech-jan22006.doc

SECTION 6

Special Education Policies and Procedures

As stated in the introduction, this guidance is supplementary to the 2007 South Carolina regulation 43-243 entitled Special Education, Education of

Students with Disabilities, regulation 43-243.1 Eligibility Criteria, and the

2009 South Carolina Department of Education Office of Exceptional Children Policies and Procedures. Since the information in the 2009 South

Carolina Department of Education Office of Exceptional Children Policies and Procedures document often requires changes according to federal and state

interpretations, it is essential that readers of this document access it periodically for current information.

South Carolina Office of Exceptional Children Policies and Procedures


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Comprehensive Evaluation Process

A comprehensive evaluation process is required for any child being considered for special education. Therefore, even though a child may be referred for speech-

language concerns only, the speech-language evaluation process must be comprehensive, not just a “Speech Only” evaluation. This process involves

gathering information to ensure that all of the child’s needs are addressed, not

just speech and language. The LEA must ensure that each evaluation is sufficiently comprehensive to identify all of the child’s special education and

related services needs…(Chapter 3)

Child Find and Screening

The LEA must conduct a comprehensive system of child find to identify, locate,

and evaluate children with disabilities…(Chapter 2)

Mass screening of all children is not required and may not be efficacious. It may be more efficient and effective to screen children as part of a

comprehensive evaluation process when they are referred because of

communication difficulties. http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-

Children/old/ec/stateregs/documents/8-1-10RevisedPPP.doc

Eligibility Criteria for Speech-Language Impairment

See South Carolina Department of Education Regulation 43.243.1 Criteria for Entry into Programs of Special Education for Students with Disabilities:

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/documents/43-243.1.pdf

The Standards for Evaluation and Eligibility Determination (SEED) weblink will be inserted when finalized.

Additional Information To ensure consistency statewide, speech-language evaluators must use the

normative scales from communication assessment instruments as guidance when conferring with other members of the evaluation team. However, no single

measure or assessment can be the only criterion for determining whether the child is a child with a disability and for determining an appropriate educational

program for the child. Is the child able to communicate effectively in the classroom and school environment? Intelligibility is an important factor to

consider; however, the child may use other means to communicate effectively.

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The speech-language evaluator provides an assessment report and

recommendation to the evaluation team, but ultimately, the team decides whether the child has a disability and needs special education.

Exit Criteria

The decision to discontinue a student from speech-language services (i.e., terminate from speech-language services) is the responsibility of the IEP team.

When the speech-language service provider, or anyone with a legitimate

educational interest in the student, perceives that the student no longer requires speech-language services to benefit from the special or general education

programs, the IEP team must reconvene through the reevaluation process to discuss the possible change in services...

See South Carolina Department of Education: Office of Exceptional Children Policies and Procedures, 2009

Chapter 10 – DISCONTINUING SPECIAL EDUCATION SERVICES http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


ASHA Guidance: Eligibility and Dismissal Criteria including “Adverse

Effect”: http://www.asha.org/slp/schools/prof-consult/eligibility.htm

SECTION 7

Speech-Language Service Delivery

Workload A workload system provides consideration of appropriate services for children

based on the time involved in preparation and provision of the services. A workload system enables a speech-language pathologist/therapist to provide

services according to the needs of children… http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-

Language-Impairment/Workload.html#

Note the “Workload in Public Schools” position statement created by a taskforce of Project SLP:RRS: http://ed.sc.gov/agency/Standards-and-

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Learning/Exceptional-Children/Speech-Language-

Impairment/documents/WorkloadinPublicSchools.doc

Caseload

SBE Regulation 43-205: The maximum caseload for speech-language service providers must not exceed 60 students.

http://ed.sc.gov/agency/stateboard/regs/documents/205Doc.pdf

South Carolina Speech-Language Therapist Weighted Caseload System DRAFT: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-

Language-Impairment/documents/weighted_caseload_systemDRAFT.doc

Guidance from ASHA:

Workload refers to all activities required and performed by school-based SLPs.

Workload includes direct services to students as well as other activities necessary

to support student education programs, implement best practices, and ensure

compliance with IDEA and other mandates.

http://www.asha.org/slp/schools/resources/schools_resources_caseload.htm

Services

• Speech-Language Pathology Services (SC State Board of

Education Regulation 43-172) http://ed.sc.gov/agency/stateboard/regs/documents/FinalforWebsite.doc

include:

(i) Identification of children with speech or language impairments; (ii) Diagnosis and appraisal of specific speech or language impairments; (iii) Referral for medical or other professional attention necessary for the

habilitation of speech or language impairments; (iv) Provision of speech and language services for the habilitation or

prevention of communicative impairments; and (v) Counseling and guidance of parents, children, and teachers regarding

speech and language impairments.

• Related Services

Related services are services related to the disability area which help a child benefit from the special education. For example, a child may not be

determined eligible as having a Speech-Language Impairment disability but is eligible as having a Learning Disability. The team decides that she/he

needs speech-language services to benefit from the special education for the

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Learning Disability. Thus, the speech-language services are the related

service.

SC State Board of Education Regulation 43-172 http://ed.sc.gov/agency/stateboard/regs/documents/FinalforWebsite.doc

Page 16: Related services means transportation and such developmental,

corrective, and other supportive services as are required to assist a child with a disability to benefit from special education…

Office of Exceptional Children Policies and Procedures, Chapter 5


• Supplementary Services

Supplementary services supplement instruction in general education. For

example, a speech-language therapist or pathologist may provide the general education teacher with suggestions to help a child with a disability

who is having difficulty following auditory directions in the classroom. This is a supplementary service.

SC State Board of Education Regulation 43-172

http://ed.sc.gov/agency/stateboard/regs/documents/FinalforWebsite.doc

Page 23: Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be

educated with nondisabled children to the maximum extent …

Office of Exceptional Children Policies and Procedures, Chapter 4

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


• Services Plan


Page 21: Services plan means a written statement that describes the special education and related services the LEA will provide to a parentally-placed child with a disability enrolled in a private school…

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• ASHA Guidance on School-based Service Delivery: http://www.asha.org/slp/schools/prof-consult/service.htm

Models

Office of Exceptional Children Policies and Procedures, Chapter 5 http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


The decision about what services, the amount of services, and the setting of services necessary to meet the unique needs of a child with a disability is based

on a variety of factors…

ASHA Schools Service Delivery Models: Section 2 http://www.asha.org/slp/schools/prof-consult/service.htm

Options

Flexibility regarding time and type of services should be provided according to the child’s needs. Office of Exceptional Children Policies and Procedures, Chapter 6 http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/documents/8-1-10RevisedPPP.doc

LEAs are required to ensure that a continuum of placement options is available to

meet the needs of children with disabilities for special education and related services in the LRE.

IDEA ISSUE BRIEF: Continuum of Service Delivery Options

http://www.asha.org/uploadedFiles/advocacy/federal/idea/IDEAIssBrfServiceDel

Options.pdf#search=%22service%22

Delivery Options may be direct, indirect, or a combination. • Direct Services

The speech-language service provider directly facilitates responses from a

student and/or directly instructs a student. This delivery option is appropriate when a student needs to master a new skill in the context of

intensive instruction and practice. Services can be provided in pull-out or integrated/embedded models:

o Pull-out Model: Services are provided to a student individually and/or in small groups within the speech-language/resource room setting or within

the physical space of the classroom. The speech-language service provider

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is primarily responsible for planning, implementing, and monitoring the child’s communication program. Use of this model is indicated when

classroom opportunities for a student to practice new skills are limited. o Integrated/Embedded Model: Services are curriculum-based, trans-

disciplinary, interdisciplinary, and inclusive and include push-in or inclusion services:

� Push-in: Services are provided by a speech-language service provider

in a student’s primary environment. � Inclusion: Services are provided by the speech-language service

provider to facilitate a student’s response in normal curriculum-based activities in which peers are actively engaged.

� ASHA policy documents and published journal articles describing

inclusion for children with disabilities: includes articles about SLP and teacher perceptions of classroom based intervention and a listing of

reference on this topic. http://www.asha.org/slp/schools/prof-consult/service.htm

See ASHA: Collaborative Service Delivery (Integrative Treatment

Model)

http://www.asha.org/slp/schools/prof-consult/service.htm

• Indirect Services

The speech-language service provider does not provide direct services to

the student. Documentation is required for all indirect services. (IEPs must include a description of the service.)

o Monitor: The speech-language service provider sees the student for a specified amount of time to monitor or “check” on the student’s speech-language generalization of skills. Often this model immediately precedes

dismissal. Example: Monitor “observation in a variety of settings to gauge progress and/or generalization of skills.”

o Collaborative Consultation: Speech-language service providers, teachers, other professionals, parents, and child (as appropriate) work together to facilitate the child’s communication and learning in educational

environments. Collaborative consultation is defined as the following: � collaboration with individuals to develop and implement strategies or

activities that help reinforce use of the new skill(s) in a variety of settings;

� consultation with others to discuss student’s progress and to adjust

his/her program as needed; � Examples:

“Speech-language service provider will consult with IEP team to promote functional communication across the school setting.”

“Speech-language service provider will consult with teacher to promote communication skills needed to progress towards all goals.”

• Combination Services In the IEP, two service options are developed. One option is designated as

“direct” with a description of instructional delivery. A second service

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delivery option is designated “indirect” with a description of instructional

delivery.

Telepractice, if available, provides another option for services if the IEP team decides that it is appropriate for the student. ASHA TELEPRACTICE SERVICE DELIVERY GENERAL REGULATIONS

http://www.asha.org/uploadedFiles/ModRegTelepractice.pdf#search=%22service%22

“Telepractice and Schools: Optimizing Professional Resources Both Near and Far” http://www.asha.org/practice/telepractice/telepracticeandschools.htm

Time The first and over-reaching requirement for service time depends upon the needs

of the child as determined by the IEP Team. The 2007 South Carolina

regulation 43-243 Special Education, Education of Students with Disabilities requires that appropriate services be provided to the child with a

disability to meet his/her needs in the school environment. The IEP team determines the type, time, and frequency of services required to meet the child’s

needs. http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


Although the South Carolina State Board of Education (SBE Reg 43-172) requires a minimum of 50 minutes of instructional time per week or its equivalent to be

counted for South Carolina Education Finance Act funding in the Speech classification, IDEA requires that the time for services should be based on

the needs of the child. http://ed.sc.gov/agency/stateboard/regs/article_14/172.doc

EFA Students must receive 50 minutes per week of speech-language services to qualify for South Carolina Educational Finance Act funding, when the Speech-

Language Impairment has a larger weighting (1.9) than another diagnosed disabling condition. When a student receives LESS than 50 minutes per week of

services, the student should be removed as a student with SLI from the district’s attendance program. This occurs in collaboration with the attendance process at

each individual school.

Medicaid Speech-Language service providers are required to document services for each

evaluation, re-evaluation, and treatment session for any child who receives Medicaid funding. Although Medicaid requires billing in increments of 15 minutes

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(1 service unit), treatment service time should be based on the individual needs

of the child. http://www.ed.sc.gov/agency/innovation-and-support/Public-School-Choice-and-

Innovation/School-Based-Health/Index.html

Preschool Services

Speech-language service providers are vitally involved in the transition of children from Part C (Birth to 3) to Part B (3 to 21). Part C to B transition is

Indicator 12 on the Part B State Performance Plan (SPP). It is essential that SLT/Ps develop effective and efficient communication systems with Part C service

provision to enable timely transition services for children.

Speech-Language service providers are essential members and often are the leaders of the diagnostic team for preschool children. The “Child Outcome

Summary” team process is required for children aged 3 through 6 as long as the child receives services for 6 months. Guidance and resources for this process are

provided on the SCDE, OEC Website: http://ed.sc.gov/agency/Standards-and-

Learning/Exceptional-Children/COSFMaterials.html

Preschool Children (ages 3-4) who are enrolled in private daycare centers are

entitled to a free appropriate public education (FAPE). Thus, they are entitled to the IEP process. However, if these children continue to be enrolled in a private

school setting at age 5, they will not be entitled to FAPE, but they will be offered a Services Plan.

Parentally-Placed Private School Children (Private and

Home Schooled)

Parentally placed private school children with disabilities means children with disabilities enrolled by their parents in private, including religious, schools or facilities that meet the

definition of elementary school in Sec.300.13 or secondary school in Sec. 300.36…

A services plan must be developed and implemented for each private school child with a

disability who has been designated by the LEA in which the private school is located to receive special education and related services… Services plan means a written statement

that describes the special education… http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/documents/FinalStRegisterStateRegulations.pdf

Charter Schools

Local Educational Agency Eligibility - Page 64:

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Children with disabilities who attend public charter schools and their parents

retain all rights… http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


SECTION 8

Special Treatment Issues

Go to SCDE, OEC, SLI Webpage: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-Language-

Impairment/Resources-and-Professional-Development-for-SLP.html

ASHA also provides a wealth of information on its “School Setting”

webpage: http://www.asha.org/slp/schools/

Apraxia

ASHA definition:

Childhood apraxia of speech (CAS) is a motor speech disorder. Children with CAS have problems saying sounds, syllables, and words. This is not because of muscle

weakness or paralysis. The brain has problems planning to move the body parts (e.g., lips, jaw, tongue) needed for speech. The child knows what he or she

wants to say, but his/her brain has difficulty coordinating the muscle movements necessary to say those words.

http://www.asha.org/docs/html/PS2007-00277.html

http://www.asha.org/public/speech/disorders/ChildhoodApraxia.htm

http://www.asha.org/slp/schools/prof-consult/ChildhoodApraxiaPolicyDocs.htm

Assistive Technology

The South Carolina Department of Education provides a regional system of

assistive technology to school districts. Assistive technology support, training, consultation, equipment, and technical assistance are provided. To better serve

the needs of local school districts, assistive technology specialists are located in regions across the state. http://www.ed.sc.gov/agency/Accountability/Regional-Services/ATRS.html

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The school-based speech-language pathologist recommends support services to

classroom teachers in the form of assistive technology and classroom adaptations that will improve communication opportunities for students and allow them to

participate more fully in classroom discourse. “Augmentative and alternative communication systems attempt to compensate and facilitate, temporarily or

permanently, for the impairment and disability patterns of individuals with severe expressive and/or language comprehension disorders. Augmentative/alternative

communication may be required for individuals demonstrating impairments in gestural, spoken, and/or written modalities”. Augmentative and alternative

communication systems (AAC), as well as computer technology, may improve school performance. The speech-language service provider teams with

instructional staff and related service professionals to evaluate and implement adaptations for specific needs of students with disabilities.

Links

AT Connect Listserv http://listserv.sde.state.sc.us/archives/atconnect.html

Funding Information http://www.aacfundinghelp.com/

http://www.asha.org/practice/reimbursement/medicare/sgd_policy.htm

Glossary of Terms http://www.asha.org/public/speech/disorders/accPrimer.htm

Assistive Technology Specialists http://ed.sc.gov/agency/Accountability/Regional-Services/ATRS.html

Roles and Responsibilities of SLPs –ASHA Position Statement


SLP Knowledge and Skills Augmentative and Alternative Communication: Knowledge and Skills for Service Delivery

Autism

Autism is a complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact

with others. A person with autism may have problems with communication, social skills, and sensory input (reacting to the world around them) to varying

degrees. Autism is defined by a certain set of behaviors and is a "spectrum disorder" that affects individuals differently. There is no known single cause for

autism. The South Carolina Department of Education recognizes Autism as a disability category.

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See South Carolina Department of Education Regulation 43.243.1 Criteria for

Entry into Programs of Special Education for Students with Disabilities: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-

Children/old/ec/stateregs/documents/43-243.1.pdf

SCDE-OEC Autism webpage: http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-

Children/AutismService.html

Autism resources: http://www.autismspeaks.org

http://www.autism-society.org

http://www.asha.org http://scautism.org

(Central) Auditory Processing Disorder (C)APD refers to difficulties in the perceptual processing of auditory information

in the central nervous system as demonstrated by poor performance in one or more of the following skills: sound localization and lateralization; auditory

discrimination; auditory pattern recognition; temporal aspects of audition, including temporal integration, temporal discrimination, temporal ordering, and

temporal masking; auditory performance in competing acoustic signals, and auditory performance with degraded acoustic signals. (C)APD can lead to or be

associated with difficulties in learning, speech, language (including written language involving reading and spelling), social, and related functions (Bellis &

Ferre, 1999; Chermak & Musiek, 1997; Katz, 1992).

(C)APD is not one of the federal disability categories outlined in IDEA. To qualify as a “child with a disability,” the student must have the characteristics of one of

the disability categories, demonstrate an educational impact as a result of the disability, and require specialized instruction.

See South Carolina Department of Education Regulation 43.243.1 Criteria for Entry into Programs of Special Education for Students with Disabilities:


For more in-depth information visit the ASHA website for ASHA Practice Policy:

http://www.asha.org/docs/html/TR2005-00043.html

Cleft Lip and Palate/Velopharyngeal Incompetence

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A child with congenital cleft of the lip and/or palate will require multiple surgeries, medical treatment, and close collaboration among all service providers.

The speech-language service provider can facilitate feeding in young children, as well as provide stimulation for speech-language development. It is

recommended to pay close attention to hearing acuity and voice quality because hearing loss and vocal abuse/misuse are prevalent in this population. The

speech-language service provider will need to consult with other professionals outside the school setting to provide the most effective treatment strategies.

http://lshss.asha.org/cgi/content/abstract/0161-1461_2009_09-0021v1

http://jshd.asha.org/cgi/content/abstract/48/3/274

http://search.asha.org/default.aspx?q=velopharyngeal%20incompetence

Cognitive Factors

Cognition and language are intrinsically and reciprocally related in both development and function. An impairment of language may disrupt one or more

cognitive processes; similarly, an impairment of one or more cognitive processes may disrupt language. Cognitive-based impairments of communication are

referred to as cognitive-communication impairments and are disorders that result from deficits in linguistic and nonlinguistic cognitive processes. They may be

associated with a variety of congenital and acquired conditions (ASHA, 1988; 1991b). Speech-language pathologists are integral members of interdisciplinary

teams engaged in the identification, diagnosis, and treatment of persons with

cognitive-communication impairments (ASHA, 1987).


• Cognitive Referencing and Assessment Cautions

Cognitive Referencing is the practice of comparing IQ scores and language

scores as a factor for determining eligibility for speech-language

intervention. Cognitive referencing is based on the assumption that

language functioning cannot surpass cognitive levels. However, according

to research, some language abilities may, in fact, surpass cognitive levels.

Therefore, ASHA does not support the use of cognitive referencing. No

single assessment determines eligibility. The team makes a

decision based on a comprehensive evaluation process.

http://www.asha.org/slp/schools/prof-consult/cog-ref.htm

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Deaf, Hard of Hearing (DHH)

Deaf and hard of hearing students (DHH) are those who have permanent or fluctuating hearing losses that adversely impact their educational performance. Hearing loss affects 12,000 children born in the United States each year, making it the most common sensory

birth difference. A speech-language service provider is often an essential part of the IEP team. The speech-language service provider’s responsibilities may include both assessment and intervention, addressing the student’s development of auditory skills , phonetic and phonological level articulation skills (to include supra segmental features as well as vowel and consonant production), speech reading skills, and receptive and receptive language skills to include the acquisition of vocabulary essential to the student’s academic growth. In collaboration with the DHH teacher, additional skills needed in order to assess, plan and implement intervention include a functional knowledge of amplification devices (hearing aids as well as cochlear implants), social needs related to hearing loss and communication modes. A joint committee of ASHA and the Council on Education of the Deaf supports the necessity that the teacher of the deaf and the speech-language pathologist work as a team and further described the speech-language service provider’s role to include visual inspection and listening checks of amplification devices for the purpose of troubleshooting, including verification of appropriate battery voltage (ASHA 2004).

The following links may be useful to SLPs working with deaf or hard of hearing students: http://www.asha.org/slp/schools/prof-consult/hearing-impaired.htm

http://www.asha.org/docs/html/GL2004-00202.html http://www.asha.org/docs/html/PS2004-00232.html

Educational Audiology Resource for Reducing Interference in Noisy Groups is a

website containing audio files for demo of FM with/without hearing aid, what a cochlear implant sounds like, simulations of auditory neuropathy, etc.

http://www.utdallas.edu/~thib/EARRINGFINAL/EARRINGWEB_files/frame.htm

Dysphagia

Dysphagia is a disorder in swallowing. In the school setting, it is important that

the MDT include individuals with knowledge and experience in diagnosis and treatment concerns regarding dysphagia. These teams should address the

academic achievement and functional performance needs of children with swallowing disorders. Districts may want to create a district-wide dysphagia team

or use additional resources. A team determines if a current and/or periodic swallow study, recommendations for intervention, and feeding plan are needed.

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ASHA provides information to assist school-based SLPs with clinical and

professional decision making regarding students with dysphagia. The packet includes ASHA Desk Reference documents, articles from Language Speech and

Hearing Services in the Schools and an article from ASHA's Special Interest Division 16, School-Based Issues.

http://www.asha.org/slp/schools/prof-consult/dysphagia-services.htm

Limited English Proficiency

South Carolina Department of Education English Speakers of Other

Languages ESOL (Title III)

This office is responsible for the oversight of the language instruction of limited-

English proficient and immigrant students. This website provides information about the federal law and resources for schools in South Carolina: http://ed.sc.gov/agency/Accountability/Federal-and-State-Accountability/old/fp/ESOLTitleIII.html

The Office of Exceptional Children, in partnership with Catherine Neff, Title III/ESOL Coordinator, provides on-going training. Contact Catherine Neff, Title

III/ESOL Coordinator, [email protected] for additional information.

Linguistic and/or Cultural Diversity

“Communication difference/dialect is a variation of a symbol system used by a group of individuals that reflects and is determined by shared regional, social, or

cultural/ethnic factors. A regional, social, or cultural/ethnic variation of a symbol system should not be considered a disorder of speech or language” (ASHA,

1993a, p. 41

ASHA provides a collection of resources from ASHA's Office of Multicultural Affairs which offers policy documents, guides and tips for addressing the needs of

Cultural and/or Linguistically Diverse (CLD) students in schools. http://www.asha.org/slp/CLDinSchools.htm

Literacy

Speech-language service providers have a key role in promoting the emergent literacy skills of all children, and especially those with known or suspected

literacy-related learning difficulties. The speech-language service provider as a member of the MDT may help to prevent such problems, identify children at risk

for reading and writing difficulties, and provide intervention to remediate literacy-related difficulties. What Works Clearinghouse Intervention Report, 2006

supports Phonological Awareness Training as an effective intervention for

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increasing phonological processing in preschool children.

http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=22

ASHA provides a gateway to links which emphasize literacy: http://www.asha.org/publications/literacy/

American Speech-Language-Hearing Association. (2001). Roles and

Responsibilities of Speech-Language Pathologists With Respect to Reading and

Writing in Children and Adolescents [Technical Report] http://www.asha.org/docs/html/TR2001-00148.html

American Speech-Language-Hearing Association. (2002). Knowledge and Skills

Needed by Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents [Knowledge and Skills]

http://www.asha.org/docs/html/KS2002-00082.html

American Speech-Language-Hearing Association. (2001). Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and

Writing in Children and Adolescents [Guidelines] www.asha.org/policy.

http://www.speechpathology.com/articles/article_detail.asp?article_id=48

Neurological, Orthopedic, and Other Health Factors

Students with congenital or acquired neurological, orthopedic, or certain health impairments (e.g., CP, Down Syndrome, Hearing Impairment, & TBI) frequently

exhibit communication impairments. The age of onset of the neurological or other physical impairment will affect the type of communication impairment that the

student exhibits.

Websites and articles on neurological, orthopedic & health factors:

National Institute of Health http://www.nih.gov

Greenwood Genetic Center http://ggc.org

United Cerebral Palsy http://www.ucp.org

National Down Syndrome Assoc. http://www.ndss.org

Brain Injury Association http://www.biausa.org

Center for Disease Control & Prevention http://www.cdc.gov/ncbddd/index.html

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American Speech-Language Hearing Association http://www.asha.org

ASHA School Setting Resources http://www.asha.org/slp/schools/

Phonology

Phonology is the sound system of our language. A phonological disorder is a deficit in the production of speech sounds. It may reflect an inability to produce

speech sounds or to understand differences among speech sounds. http://search.asha.org/default.aspx?q=phonology

IES What Works Clearinghouse Intervention Report, 2006 supports Phonological

Awareness Training as an effective intervention for increasing phonological

processing in preschool children. http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=22

Pragmatics

Pragmatics is the system that combines the language components of phonology, syntax, morphology, and semantics in functional and socially appropriate communication. Pragmatics involve three major communication skills: using

language for different purposes, changing language according to the needs of a

listener or situation, and following rules for conversations and storytelling. These rules may vary across cultures and within cultures…

http://www.asha.org/docs/html/RP1993-

00208.htmlhttp://www.asha.org/public/speech/development/Pragmatics.htm

Selective Mutism

Selective mutism (formally known as elective mutism) is a disorder that usually

occurs during childhood. It occurs when the child does not speak in at least one social setting. However, the child can speak in other situations. Selective

mutism typically occurs before a child is 5 years old and is usually first noticed when the child starts school.

http://search.asha.org/default.aspx?q=selective%20mutism

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http://lshss.asha.org/cgi/content/abstract/28/2/127

http://www.jrank.org/api/search/v1?css=http%3A%2F%2Fwww.jrank.org%2Fjrankweb%2Fresources

%2Fcss%2Fsearch.css&s=0&l=10&ci=681&q=selective+mutism

www.selectivemutism.org/

Traumatic Brain Injury Traumatic brain injury (TBI) is an acquired injury to the brain caused by an

external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational

performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language;

memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical

functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries

induced by birth trauma.

http://ed.sc.gov/agency/stateboard/regs/documents/FinalforWebsite.doc

http://www.asha.org/public/speech/disorders/TBI.htm

SECTION 9 Frequently Asked Questions

1. What is a comprehensive evaluation process?

To ensure that enough data will be collected as part of the evaluation,

teams are reminded of the importance of using a variety of assessment tools and strategies to collect relevant functional, developmental, and

academic information about the child. The LEA must ensure that each

evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs. All appropriate domains

should be considered via the review of screening and/or general education intervention data. If potential educationally related deficits are suggested

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by screening, then the evaluation team must provide in-depth

assessment in the domain… South Carolina Department of Education, Exceptional Children

Policies and Procedures, Chapter 3: Initial Evaluation and Eligibility and Chapter 7: Reevaluation


2. What evaluation instruments are recommended for Selective Mutism?

See references for Selective Mutism in Section 8: Special Treatment

Issues.

Selective Mutism in Elementary School Multidisciplinary Interventions,

Language, Speech, and Hearing Services in Schools Vol.28 127-133, April

1997. © American Speech-Language-Hearing Association

http://lshss.asha.org/cgi/content/abstract/28/2/127

3. Are goals needed for consultative and/or collaborative services? Are present level statements needed if speech-language services are collaborative/consultative?

See OEC Policies and Procedures, Chapter 4, The Individualized Education Program.


Yes, present level statements, with goals and/or objectives to address

them, are required for consultative and collaborative services in the IEP or

Services Plan.

4. When are services designated related services and not supplementary services?

See OEC Policies and Procedures, Chapter 5 - SPECIAL EDUCATION AND RELATED SERVICES

http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


Related services are developmental, corrective, and supportive services required to assist a child, who has been identified as a child with a

disability, to benefit from special education services…

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The IEP team determines what supplementary aids and services and other supports, are to be provided to the child with a disability or on behalf

of the child in general education classes…

Refer to this document Section 7: Speech-Language Service Delivery.

5. Is a student eligible for speech-language services with a (C)APD only diagnosis?

(C)APD is not one of the federal disability categories outlined in IDEA. To

qualify as a “child with a disability,” the student must have the characteristics of one of the disability categories, demonstrate an educational impact as a result

of the disability, and require specialized instruction.

See (C)APD in Section 8: Special Treatment Issues.

6. Please explain the use of cognitive referencing. See Cognitive Referencing in Section 8: Special Treatment Issues.

SECTION 10 Acronyms

AAA American Academy of Audiology

AAC Assistive and Augmentative Communication

ADA Americans with Disabilities Act

ADD Attention Deficit Disorder

ADEPT Assisting, Developing, Evaluating Professional Teaching

ADHD Attention Deficit Hyperactivity Disorder

APE Adapted Physical Education

APH American Printing House for the Blind

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APHCARL American Printing House for the Blind Central Automated

Resource List

APR Annual Performance Report

ASD Autism Spectrum Disorder

ASHA American Speech-Language Hearing Association

AT Assistive Technology

ATAC Assistive Technology Accessibility Committee

ATS Assistive Technology Specialist

AuD Doctor of Audiology

AVT Auditory Verbal Therapy

BIA Bureau of Indian Affairs

BIP Behavior Intervention Plan

CASE Council of Administrators of Special Education

CCBD Council for Children with Behavior Disorders

CCC Certificate of Clinical Competence

CDP Clinical Day Program

CEIS Coordinated Early Intervening Services

CEC Council for Exceptional Children

CERRA Center for Educator Recruitment, Retention, and

Advancement

CFR Code of Federal Regulations

CIMP Continuous Improvement and Monitoring Process

COC Continuum of Care for Emotionally Disturbed Children,

Office of the Governor

COP Community of Practice

CPI Crisis Prevention Institute

CRT Criterion-referenced Test

CSPD Comprehensive System of Personnel Development

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D/HH Deaf/Hard of Hearing

D/HOH Deaf/Hard of Hearing

DB Deafblindness

DD Developmental Delay

DDSN South Carolina Department of Disabilities and Special

Needs

DHEC South Carolina Department of Health and Environmental Control

DJJ South Carolina Department of Juvenile Justice

DMH South Carolina Department of Mental Health

DSS South Carolina Department of Social Services

EAA Education Accountability Act of 1998

ECSE Early Childhood Special Education

ED Emotional Disability

EDGAR Education Department General Administrative Regulations

EFA Education Finance Act of 1977

EIA Education Improvement Act

ELA English Language Arts

ELL English Language Learners

ELP English Language Proficiency

EOC South Carolina Education Oversight Committee

EOCEP End-of-Course Examination Program

ERIC Educational Resource Information Center

ESEA Elementary and Secondary Education Act

ESL English as a Second Language

ESOL English Speaker of Other Language

ESY Extended School Year

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FAPE Free Appropriate Public Education

FBA Functional Behavioral Assessment

FERPA Family Educational Rights and Privacy Act

G/T Gifted and Talented Education

GED General Educational Development

HSAP High School Assessment Program

HSAP-Alt High School Assessment Program Alternate Assessment

IAES Interim Alternative Education Setting

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Program

IFSP Individualized Family Service Plan

IHE Institution of Higher Education

ITP Interpreter Training Program

LA Lead Agency (when referring to BabyNet)

LEA Local Education Agency

LEP Limited English Proficiency

LRE Least Restrictive Environment

LRS Library Reproduction Service

MAP Measurement of Academic Progress

MD Mental Disability

MDR Manifestation Determination Review

MSRRC Mid-South Regional Resource Center

MTS Managed Treatment Services, SC Department of Social

Services

NAEP National Assessment of Educational Progress

NASDSE National Association State Directors of Special Education

NCLB No Child Left Behind

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NASMHPD National Association of State Mental Health Program

Directors

NRT Norm-referenced Test

O and M Orientation and Mobility

OCR Office for Civil Rights (U. S. Department of Education)

ODC Other Disabling Condition

ODD Oppositional Defiant Disorder

OEC Office of Exceptional Children (S.C. Department of

Education)

OESE Office of Elementary and Secondary Education (U.S.

Department of Education)

OHI Other Health Impairment

OI Orthopedic Impairment

OSEP Office of Special Education Programs (U.S. Department of

Education)

OSER Office of Special Education Regulations

OSERS Office of Special Education and Rehabilitative Services

(U.S. Department of Education)

OT Occupational Therapy

P & A Protection and Advocacy System for People with

Disabilities, Inc.

Part B The IDEA-Services for School-age Children with

Disabilities, three to twenty-one years

Part C The IDEA-Services for Children Birth Through Two Years

PASS Palmetto Assessment of State Standards

PBIS Positive Behavior Interventions and Supports

PCD Preschool Child with a Disability

PDD Pervasive Development Disorder

PLAAFP Present Levels of Academic Achievement and Functional Performance

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PLOP Present Levels of Performance

POC Program Oversight Council

POPS Parents Offering Parental Support

PRS Psychosocial Rehabilitative Services

PT Physical Therapy

PTI Parent Training Information Center (PRO-Parents), funded

by the U.S. Department of Education

RFB Recordings for the Blind

RFB&D Recordings for the Blind & Dyslexic

RFP Request for Proposal

RtI Response to Instruction

SASIxp Schools Administration Student Information System

SBE State Board of Education

SC-Alt South Carolina Alternate Assessment

SCATP South Carolina Assistive Technology Project

SCCB South Carolina Commission for the Blind

SCI Spinal Cord Injury

SCRA South Carolina Readiness Assessment

SCSDB South Carolina School for the Deaf and the Blind

SCSHA South Carolina Speech and Hearing Association

SCSIS South Carolina Services Information System

SDE State Department of Education

SEA State Education Agency

SECTION 504 The “Nondiscrimination on the basis of disability” portion

of the Federal Rehabilitation Act of 1973 (P.L. 93–112)

SECTION 619 Services for preschool children ages three to five years,

under the IDEA

SLI Speech or Language Impairment

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SIG State Improvement Grant

SIP State Improvement Plan

SLD Specific Learning Disability

SLP Speech-Language Pathologist

SLT Speech-Language Therapist

SOP State-Operated Program

SPED Special Education

SPP State Performance Plan

STO Short-term Objective

TA Technical Assistance

TBI Traumatic Brain Injury

USDE United Stated Department of Education

VI Visual Impairment

VR South Carolina Vocational Rehabilitation Department

VTS Volunteer Transcribing Service

REFERENCES

American Speech-Language Hearing Association (ASHA) http://www.asha.org/

American Speech-Language Hearing Association (ASHA) School Setting

http://www.asha.org/slp/schools/

Columbia College

http://www.columbiacollegesc.edu/academics/education/slp/curriculum.asp

Medical University of South Carolina (MUSC), College of Health Professions http://academicdepartments.musc.edu/chp/about/faculty_staff.htm

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North Carolina Public Schools

www.ncpublicschools.org/docs/ec/instructional/speech/91906guide.doc

South Carolina Department of Education, Regional Assistive Technology Services http://www.ed.sc.gov/agency/Accountability/Regional-Services/ATRS.html

South Carolina Department of Education, Office of Certification http://www.scteachers.org/cert/index.cfm

South Carolina Department of Education, Office of Exceptional Children,

Speech-Language Impairment Webpage http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/Speech-

Language-Impairment/Medicaid-Funding.html

South Carolina Department of Education, Office of Exceptional Children, Eligibility Criteria and Guidance


South Carolina Department of Education, Office of Exceptional Children,

Policies and Procedures for Special Education, Revised 8/1/10 http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


South Carolina Department of Education State Board of Education

Regulation 43-205 http://ed.sc.gov/agency/stateboard/regs/documents/205Doc.pdf

South Carolina Department of Health and Human Services, School

Service Providers http://www.dhhs.state.sc.us/dhhsnew/ServiceProviders/ProviderManualsAll.asp?p

Type=Local%20Education

South Carolina Department of Labor, Licensing, and Regulation (DLLR) http://www.llronline.com/

South Carolina Education Finance Act

South Carolina Education Finance Act

South Carolina, Office of Exceptional Children, State Regulations and

Policy, http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-Children/old/ec/stateregs/StateRegulations2007.html

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South Carolina Regulations for Special Education, Education of Students

with Disabilities, Document No. 3130. STATE BOARD OF EDUCATION, CHAPTER

43.Statutory Authority: Individuals with Disabilities Education Improvement Act of 2004,

20 U.S.C. § 1400et seq. (2004), 43-243. Special Education, Education of Students with Disabilities http://ed.sc.gov/agency/Standards-and-Learning/Exceptional-


South Carolina Response to Intervention: A Framework and Technical Assistance Guide for Districts and Schools, SCDE, 2009 http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/Instructional-Promising-Practices/documents/ResponsetoIntervention.html

South Carolina State University (SCSU), College of Business and Applied

Professional Science, Department of Health Sciences http://www.scsu.edu/academicdepartments/departmentofhealthsciences.aspx

University of South Carolina (USC), Arnold School of Public Health http://www.sph.sc.edu/comd/

Documents

Office of Exceptional Children - District Five Schools of · PDF file · 2012-02-28• Training for Speech-Language Therapists/Pathologists ... Office of Exceptional Children,