Guidelines For Case Selection, Continuance and Dismissal for Speech-Language Services Within Intermediate Unit 1
Acknowledgements
Parts of this document were adapted from the following sources:
- Allegheny Intermediate Unit. (2001). Eligibility and Dismissal Guidelines for School-Age Speech-Language Services in the Allegheny Intermediate Unit. Pittsburgh, PA: Author.
- American Speech-Language-Hearing Association. (1999). Guidelines for the roles and responsibilities of the school-based speech-language pathologist. Bethesda, MD: Author.
- Scarvel, L.D., Filak, P.A. (1998). Intermediate Unit 1 Speech/ Language Program, Criteria for Case Selection, Continuance and Dismissal. Coal Center, PA.
- Tennessee Department of Education. (2003). Resource Packets for Speech and Language Impairments. State of Tennessee Department of Education. Nashville, TN: Author.
- Shipley, Kenneth G. and McAfee, Julie G. (1998). Assessment in Speech-Language Pathology, A Resource Manual, Second Edition, Canada.
Special thanks to:
- Pat Filak and Dennis Martin, PhD, who started us on the right path toward completion of this manual.
- Karen Swartz, whose suggestions, technical assistance with form development and contributions have been invaluable.
- Candy Dunn, Director of Special Education at IU1, who provided encouragement and supported this work over the years.
Preface
Mission Statement
The mission of the Communication Disorders Program in Intermediate Unit 1 is to assist students to communicate effectively, so they may become confident, responsible, and independent adults in a communicative society.
Endorsement
Intermediate Unit 1 endorses the utilization of an effective and efficient program of Speech-Language Support services to the participating public and non-public schools within the school districts of Fayette, Greene and Washington counties. This allows speech-language pathologists flexibility in accomplishing these tasks within the framework of local operational policies.
All public school programs are in compliance with federal mandates and state standards. They also adhere to the goal of quality programming for students using best professional practices. Therefore, the following sections contain an explanation of components that are guidelines for case selection, continuance and dismissal. Case selection should be developed by speech pathologists through a combination of screening results and teacher referrals, followed by evaluations and multi-disciplinary team decisions. This process of evaluation and multi-disciplinary team review is also the foundation of caseload continuance and dismissal decisions.
Participating non-public school speech and language programs are also provided in accordance with state laws and regulations by Act 89 medical services within the IU1 area. Similar to special education services in public schools, these Act 89 services are delivered in a planned and integrated manner, which is consistent with these guidelines. These guidelines will be applied in order to provide appropriate, consistent, fiscally responsible, and quality speech-language services to the students of Fayette, Greene, and Washington Counties of Pennsylvania.
Purpose of this Document
- To suggest how the Speech-Language Pathologist might participate in educational problem solving through the pre-referral/screening process.
- To recommend procedures to be used for the assessment of speech and language impairments.
- To define a common set of criteria for the identification of speech and language impairments.
- To recommend ways of documenting the adverse effect on educational performance resulting from a speech and language impairment.
- To establish a common set of criteria for the determination of the severity of speech and language impairments.
- To propose a variety of service delivery options to treat speech and language impairments.
- To recommend a common set of exit criteria for the discontinuation of speech and language service.
Introduction
Role of the Speech-Language Pathologist
Speech-language pathologists are professionally trained to screen, identify, assess, diagnose, refer and provide intervention for students with, or who are at risk for articulation, fluency, voice, language, communication, swallowing, and related disabilities. In addition to engaging in activities to reduce or prevent communication disabilities, speech-language pathologists also counsel and educate families or professionals about these disorders and their management.
School-based speech-language pathologists focus on all three aspects of a student's communication needs: impairment, disability and handicap. The school-based speech-language pathologist (a) prevents, corrects, ameliorates, or alleviates articulation, fluency, voice and language impairments; (b) reduces communication and swallowing disabilities (the functional consequences of the impairment); and (c) lessens the handicap (the social consequences of the impairment or disability).
Federal/State Law/Regulations
The Individuals with Disabilities Education Act (IDEA 2004) includes speech-language pathology as a related service and as special education. As related services, speech-language pathology is recognized as "...developmental, corrective, and other supportive services...as are required to assist a child with a disability to benefit from special education...and includes the early identification and assessment of disabling conditions in children." Speech-language pathology is considered special education rather than a related service if the service consists of "specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, and in other settings".
Individuals with Disabilities Education Act (IDEA 2004)
Part 300 Federal Regulations (3/12/1999) and Chapter 14 PA Regulations (6/9/2001)
- 300.7 Child with a Disability
- Definitions of disability terms
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child's educational performance.
The determination of speech and language impairment must include the report of a certified speech-language pathologist specifying the nature and degree of the impairment.
- Identification of children with speech or language impairments
- Diagnosis and appraisal of specific speech or language impairments
- Referral for medical or other professional attention necessary for the habilitation of speech or language impairments
- Provisions of speech and language services for the habilitation or prevention of communication impairments
- Counseling and guidance for parents, children, and teachers regarding speech and language impairments
PA Act 89 (1975)
Section 1. Defects of speech and hearing are health-related. They are also the frequent cause of emotional instability in children and are vitally connected to behavior and to learning ability.
Section 3. ...through the intermediate units...shall have the power and duty to furnish free to non-public school students, upon the premises of the non-public school which they regularly attend, service adequate for the diagnosis and correction of speech and hearing defects.
Intermediate Unit 1 offers speech and language services to non-public schools that are Act 89 approved. These services are currently provided to students in grades K-3. An individualized speech-language services plan is developed for any student meeting eligibility criteria. Included in this plan are the student's present levels of performance in the areas of speech and language as well as the target goals and objectives.
Students who may require speech and language services beyond third grade can access those services by dually enrolling in their home school district and requesting a complete Chapter 14 evaluation for services.
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