Speech and Language Impaired

All Kindergarten students are screened for speech or language problems. Other students may also be referred for screening. If a student fails the screening, the next step is further evaluation.

Students are eligible for speech/language services from age three (3) until they graduate or until age 22.

For speech or articulation eligibility, the frequency of incorrect sound production must be significant; or the error pattern is typical of disordered rather than delayed acquisition; or articulation is rated as moderately or severely impaired on an articulation rating scale.

For fluency eligibility, fluency is rated as mildly, moderately, or severely impaired on a fluency severity rating scale; there is supportive data present by the speech pathologist in addition to a primary caregiver, a teacher, or the student that a fluency disorder exists.

For voice eligibility, the voice is rated as moderately or severely impaired on a voice severity rating scale; there is supportive data presented by the speech pathologist in addition to a primary caregiver, a teacher, or the student that a voice disorder exists.

For language eligibility for students below age 5, there is a significant language delay based on standardized test scores, specific criteria and there is a significant difference between language performance and other developmental behaviors, or there is a significant difference between receptive and expressive language abilities.

For language eligibility for students age 5 or above, the language scores on standardized tests are more than one standard deviation below the mean for student’s age and there is a significant difference between receptive and expressive language scores; or two or more components of the language system are rated moderately or severely impaired on a language severity rating scale.

Support services may include but are not limited to OT and PT services as well as transition (school to work) services for all students who meet the eligibility criteria.

The focal point of all services is communication effectiveness, defined in terms of individual students’ capabilities and delivered in the least restrictive environment. While most services involve traditional aural-oral communication, augmentative and alternative communication systems may be used for some students. Types of service delivery models:1. Pull-out direct services; 2. In-classroom direct services; 3. Language-centered classroom program; 4. Consultative services.

The Speech/Language Pathologists are provided training via a monthly meeting on early release days. Additionally, there is an annual full day meeting where a speaker is brought in for in depth training on a speech or language topic of current interest. The Program Specialist for Speech and Language is also available for hands on consultation with any of the Speech Pathologists, their students, or the parents of the students for assistance in evaluations, screenings, therapy techniques, or parent meetings. A wide variety of training opportunities are provided county-wide for all teachers depending on the needs of the students in their classrooms.