SLP in the Schools Final
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Questions and Answers

What does IEP stand for in the special education field?

  • Individualized Education Partnership
  • Individualized Evaluation Program
  • Independent Education Program
  • Individualized Education Program (correct)

    • What are four examples of IDEA categories for special education?

  • Autism Spectrum Disorder, Intellectual Disability, Asthma, Deaf- Blindness
  • Diabetes, Intellectual Disability, Asthma, Deaf- Blindness
  • Autism Spectrum Disorder, Intellectual Disability, Traumatic Brain Injury, Deaf- Blindness (correct)
  • Autism Spectrum Disorder, Intellectual Disability, Behavior Disorder, Deaf- Blindness

    • What age range does an IFSP serve?

  • Infancy through 2 years old (correct)
  • Infancy through 5 years old
  • 5 through 10 years old
  • 3 through 21 years old

    • Under the Individuals with Disabilities Education Act, how many categories are there to qualify for special education services?

    <p>13</p> Signup and view all the answers

    Which is NOT a legal requirement for an IEP plan?

    <p>Sibling Information</p> Signup and view all the answers

    Which diagnosis independently qualifies a student for an IEP?

    <p>Visual Impairment</p> Signup and view all the answers

    Who is NOT a required member at an IEP meeting?

    <p>Instructional Assistant</p> Signup and view all the answers

    Which is NOT a commonly used term in an IEP meeting?

    <p>MCF– Multiple Contributing Factors</p> Signup and view all the answers

    How often is the IEP team required to meet along with the parents, to review and and revise the IEP plan?

    <p>Annually</p> Signup and view all the answers

    What does FAPE stand for?

    <p>Free Appropriate Public Education</p> Signup and view all the answers

    Which of the following describes session frequency?

    <p>The number of times a child is seen in a particular week</p> Signup and view all the answers

    What are some factors that contribute to job satisfaction?

    <p>All of the above</p> Signup and view all the answers

    How is job satisfaction related to therapy quality?

    <p>As job satisfaction increases, therapy quality increases</p> Signup and view all the answers

    The number of students with whom an SLP works is referred to as:

    <p>Caseload</p> Signup and view all the answers

    What is one population in particular that make using a workload model imperative?

    <p>AAC</p> Signup and view all the answers

    IEP goals written for children with traumatic brain injury have been found to be:

    <p>Generalizable, but not measurable</p> Signup and view all the answers

    What is dose?

    <p>The number of teaching episodes within a session</p> Signup and view all the answers

    A recommended dosage for speech sound therapy is:

    <p>100 trials per session</p> Signup and view all the answers

    According to Farquharson et al., 2020, children’s speech sound production abilities improved more while receiving therapy:

    <p>In a group</p> Signup and view all the answers

    In class or “push-in” services have been shown to be effective for:

    <p>Children with language impairment</p> Signup and view all the answers

    FERPA gives rights to parents and whom else?

    <p>Eligible students</p> Signup and view all the answers

    Nancy Ninth Grader is receiving services from you for therapy. She and her mother have been at odds recently and Nancy has requested she be allowed to inspect all your notes from her therapy session. Can you share this information and what part of FERPA allows you to honor Nancy's request?

    <p>No, she isn't 18 yet</p> Signup and view all the answers

    Tammy the therapist sees Fanny the first grader’s mom at the grocery store. Fanny’s mom asks Tammy about her daughter’s progress in therapy. Tammy knows that Fanny lives full-time with her dad and Mom is the non-custodial parent. Can Tammy legally give this information to Fanny’s mom?

    <p>Yes, she is Fanny’s parent and parents have access to this information under FERPA</p> Signup and view all the answers

    Which right is NOT guaranteed under FERPA?

    <p>Right to copies of educational records</p> Signup and view all the answers

    How many days does the school have to produce records for inspection after a parent or eligible student requests them?

    <p>45 days</p> Signup and view all the answers

    Which one of these records is included under FERPA protections?

    <p>Student Financial Records</p> Signup and view all the answers

    A parent has requested the school change an inaccurate record. The school has reviewed the record and has refused. The parent has attended a formal hearing and the hearing officer has agreed that the record is correct. What is the parent’s next course of action?

    <p>The parent can add a note to the record stating their disagreement</p> Signup and view all the answers

    Which of the following is included in directory information? (FERPA)

    <p>Date and place of birth</p> Signup and view all the answers

    Where does the federal government like for all FERPA disputes to try and be resolved before coming through the complaint process?

    <p>Local school/district</p> Signup and view all the answers

    Which of the following is NOT a resolution of the complaint process of FERPA?

    <p>Fine</p> Signup and view all the answers

    Which of the following statements is true regarding state and local special education requirements?

    <p>They can vary in terminology, timelines, and evaluation procedures</p> Signup and view all the answers

    Which evaluation tools are most useful in determining the potential academic impact of a speech-language impairment?

    <p>Curriculum-based dynamic assessments</p> Signup and view all the answers

    Children may qualify for services under Section 504 due to the presence of a physical or mental impairment that substantially limits a major life activity. Which of the following is NOT specifically listed as a major life activity in Section 504?

    <p>Swallowing</p> Signup and view all the answers

    Children with long Covid or multisystem inflammatory syndrome may be eligible for services under which IDEA category?

    <p>Other health impairment</p> Signup and view all the answers

    Which of the following contributes to the racial disparities in special education eligibility?

    <p>All of the above</p> Signup and view all the answers

    Which of the following is not a category on an IEP

    <p>Auditory processing</p> Signup and view all the answers

    Red Flags for _______ include: The student requires frequent repetitions. The student requires extra time to respond. Often looks around and loses attention when shifting body position; eyes wonder. Concern regarding peer relationships. History of middle ear infections.

    <p>Auditory processing disorder</p> Signup and view all the answers

    A bottom-up treatment approach for Auditory Processing disorder focuses on management and other compensatory skills

    <p>False</p> Signup and view all the answers

    Which of the following is not a bottom-up treatment approach?

    <p>Language circular interventions</p> Signup and view all the answers

    Which of the following is a computer based auditory training program?

    <p>CAPDOTS</p> Signup and view all the answers

    Match the strategy to its description.

    <h1>Metalinguistic = graphic organizers, phonological awareness, active listening techniques, context to build vocabulary Metacognitive = organizational skills, memory techniques, problem solving and assertiveness training Language and curricular interventions = language and vocabulary building specific to academic subjects, use of contextual and visual cues to support understanding, learning to organize incoming spoken and written language to support processing needs</h1> Signup and view all the answers

    Why is an educational model used for APD as opposed to a medical model?

    <p>In order to help teams determine whether an auditory-based deficit is impacting a student's learning</p> Signup and view all the answers

    Match the year with the associated law.

    <p>1975 = PL 94-142 - Education for All Handicapped Children Act 1986 = PL 99-457 - Education for Handicapped Act Amendments 1990 = PL 101-476 - Reauthorization of Education for All Handicapped Children Act, Renamed as IDEA 1997 = PL 105-17 - Reauthorization of IDEA</p> Signup and view all the answers

    Match the year with the associated law.

    <p>2004 = PL 108-446 - IDEA Improvement Act (IDEAIA) 1965 = Elementary and Secondary Education Act (ESEA) 2001 = No Child Left Behind Act (NCLB) 2010 &amp; 2015 = Reauthorizations of NCLB</p> Signup and view all the answers

    Match the term to its description

    <p>American Health Insurance Portability and Accountability Act (HIPPA, 1996): = medical records and billing meeting consistent standards with documentation and privacy Family Educational Rights and Privacy Rights Act (FERPA, 1974) = Schools and educators provide privacy protection for children in schools and those over 18 Common core standards = The use of evidence-based standards that prepare students for post- secondary college and work expectations Individualized Education Program (IEP) = a legally binding document mandated by the IDEA</p> Signup and view all the answers

    Landmark legislation providing Free Appropriate Public Education (FAPE) for all children with disabilities.

    <p>PL 94-142 - Education for All Handicapped Children Act</p> Signup and view all the answers

    ________ Aligned IDEA with No Child Left Behind (NCLB).

    <p>PL 108-446 - IDEA Improvement Act (IDEAIA)</p> Signup and view all the answers

    What is the purpose of IDEA?

    <p>“To ensure that all children with disabilities have available to them a Free Appropriate Public Education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;</p> Signup and view all the answers

    Which of the following is not a purpose related to IDEA?

    <p>To ensure that the rights of teachers with disabilities</p> Signup and view all the answers

    ______ Original legislation aiming to improve the quality of education.

    <p>Elementary and Secondary Education Act (ESEA)</p> Signup and view all the answers

    ______ Focused on improving service delivery models and handling disciplinary actions.

    <p>IDEA Reauthorization</p> Signup and view all the answers

    _______ Expanded services to younger children and authorized Early Intervention (EI).

    <p>Education for Handicapped Act Amendments</p> Signup and view all the answers

    ________ Introduced person-first language and expanded disability categories.

    <p>IDEA</p> Signup and view all the answers

    _____ Reauthorization of ESEA, focused on accountability and standard-based assessments.

    <p>No Child Left Behind Act (NCLB)</p> Signup and view all the answers

    ______ Schools and educators provide privacy protection for children in schools and those over 18

    <p>Family Educational Rights and Privacy Rights Act</p> Signup and view all the answers

    _______ Emphasis on choice, elimination of common core requirements

    <p>Reauthorizations of NCLB</p> Signup and view all the answers

    Why should SLPs care about educational goals and academic standards?

    <p>Need to link our intervention to the core standards for education enabling us to ensure that our treatment goals are matched with the demands of the classroom and functional communication needs.</p> Signup and view all the answers

    Which of the following is not within the SLPs focus in the schools?

    <p>Placements based on want</p> Signup and view all the answers

    Which of the following is not a right provided under due process for parents?

    <p>A verbal notice before any action is taken that may change the child's school program</p> Signup and view all the answers

    Only 40% of IDEA is funded which meets about 20% of the necessary funds.

    <p>True</p> Signup and view all the answers

    Match the term to its description

    <h1>Caseload model: = relies solely on counting the number of students on an SLP’s “roster”, with little consideration of other aspects of job responsibilities or how differing student populations entail different levels of preparation and treatment. Workload model: = encompasses all aspects of an SLP’s responsibilities, including direct services (e.g. evaluation, treatment, MTSS), indirect services (e.g. parent/staff training, classroom observations), and activities that support compliance with federal, state, and local mandates (e.g. Medicaid billing, preparation of IEPs; ASHA, n.d.e).</h1> <p>=</p> Signup and view all the answers

    What percentage of school-based SLPs serve children with AAC needs?

    <p>60%</p> Signup and view all the answers

    Match the term to its description.

    <h1>Assessment: = collection of data from a variety of sources (file review, case history, parent interview, classroom observation, teacher interview, standardized test results, authentic assessment results, etc) Evaluation = the review and interpretation of the assessment data by the multidisciplinary team to determine if there is a disability resulting in a handicapping condition that warrants special education or support services</h1> <p>=</p> Signup and view all the answers

    What ages is an IEP for?

    <p>3 - 21</p> Signup and view all the answers

    Match the abbreviation to its name.

    <p>SPED = Special Education BSP = Behavior Support Plan FAPE = Free Appropriate Public Education LRE = Least Restrictive Environment</p> Signup and view all the answers

    Which of the following is not an IEP meeting objective?

    <p>Advocate for the parent</p> Signup and view all the answers

    Match the steps of the IEP process to its description

    <p>Referral = Students can be referred by parents, healthcare professionals or the special education team Evaluation = Assessment tools, observation and data will help determine if a student qualifies for an IDEA disability category Eligibility = If the student is eligible for special education services, the IEP process begins Development of the IEP = The IEP team will start collaboratively developing the plan</p> Signup and view all the answers

    What are the 6 steps of the IEP process?

    <ol> <li>Referral</li> <li>Evaluation</li> <li>Eligibility</li> <li>Development of the IEP</li> <li>IEP Meeting</li> <li>Implementation</li> </ol> Signup and view all the answers

    How often must re-evaluation occur for students with an IEP?

    <p>Every 3 years</p> Signup and view all the answers

    ______ Describes the student’s needs in an academic and/or functional skill area and states the impact of the student’s disability on her involvement in the general education curriculum

    <p>PLAAFP</p> Signup and view all the answers

    What are the five components of intervention intensity according to Warren (2007)?

    <ol> <li>Dose form</li> <li>Dose</li> <li>Dose frequency</li> <li>Total intervention duration</li> <li>Cumulative intervention intensity</li> </ol> Signup and view all the answers

    Which of the following is not a variable to consider when choosing a service delivery option?

    <p>The student's wishes</p> Signup and view all the answers

    Any hearing level that potentially interferes with access to classroom instruction and impacts a child or youth’s ability to communicate, learn, and develop peer relationships.

    <p>True</p> Signup and view all the answers

    Which of the following is not a way students who are Deaf or Hard of Hearing differ from students who are hearing in their learning needs?

    <p>Intelligence</p> Signup and view all the answers

    How can we target knowledge and knowledge organization in students who are Deaf or hard of hearing?

    <p>Concept maps and other visual supports that make relationships explicit; activities aimed at demonstrating similarities and differences among concepts at different levels.</p> Signup and view all the answers

    How can we target executive functions in children who are deaf or hard of hearing?

    <p>rofessionals should guide SDHHin focusing their visual (and auditory) attention to the important aspects of instruction. This skill needs to be scaffolded and overlaps with metacognition with the ultimate goal being that the student can determine independently what needs to be attended to in the classroom. Being mindful of the roles that listening and watching fatigue play is also relevant.</p> Signup and view all the answers

    How can we target relational and individual-item orientations in students who are Deaf or hard of hearing?

    <p>Provide background/world knowledge and explicitly teach how using background knowledge relates to understanding the new concept being presented; scaffold instruction for students to identify relationships amongst concepts and inference skills</p> Signup and view all the answers

    How can we target memory in students who are Deaf or hard of hearing?

    <p>Use memory games to help students practice different storage strategies; recognize that &quot;just accepting less&quot; isn't an option.</p> Signup and view all the answers

    How can we target metacognition in students who are Deaf or hard of hearing?

    <p>Be mindful of supporting dependence on teachers to monitor comprehension; the authors advise, &quot;Simply providing supporting materials such as scaffolding or relevant vocabulary does not improve learning unless DHH students explicitly use those supports...if teachers are going to supply such materials, they will have to provide students with practice in how to use them.&quot;</p> Signup and view all the answers

    ________ Poor performance in one or more of the following skills: Sound localization and lateralization Auditory discrimination Auditory pattern recognition Temporal aspects of audition (temporal resolution, temporal masking, temporal integration, temporal ordering) Auditory performance with competing acoustic signals Auditory performance with degraded acoustic signals

    <p>Auditory processing disorder</p> Signup and view all the answers

    AAC is for individuals who are nonverbal only.

    <p>False</p> Signup and view all the answers

    Who does not rely on AAC?

    <p>Children with receptive language impairments</p> Signup and view all the answers

    Match the term to its description

    <h1>AAC System = Integrated network of symbols, aids, strategies, and skills that a person uses to communicate AT = Assistive Technology Speech Generating Device (SGD): = Medicare/Medicaid terminology for AAC technology</h1> Signup and view all the answers

    Match the term to its description

    <p>Unaided communication: = Uses no equipment Aided communication: = Uses some type of equipment/external support Low-tech AAC: = Communication board, low-tech eye gaze, PECS, visual schedules, picture or photographs High-tech AAC: = Speech-generating device (SGD), single message devices (ex. big mac switch), computer or tablet with a communication app</p> Signup and view all the answers

    Which of the following is not considered direct access in relation to AAC?

    <p>Scanning</p> Signup and view all the answers

    Fringe Vocab is non-picture producing and multi-meaning. It makes up around 80% of our language and is consistent across people. It includes verbs, pronouns, adjectives, adverbs, prepositions, etc.

    <p>False</p> Signup and view all the answers

    Match the term to its description

    <p>Static (Fixed) Display = Symbols do not change automatically Dynamic Display = Language symbols change automatically as a part of the device operating system Core vocab = Non-picture producing; Multi-meaning; Verbs, pronouns, adjectives, adverbs, prepositions, etc. Fringe vocab = Picture producing ; Single-meaning; Nouns</p> Signup and view all the answers

    Match the AAC assessment tool to its description

    <p>Tool for Analysis of Language and Communication (TALC) = used to collect utterances of individuals using AAC in their everyday environments Communication Matrix: = Comprehensive tool used to record and document an individual’s communication skills over time; Assessment of Learning Process or the ALP for AAC: = Great for assessing alternate access Dynamic AAC Goals Grid-2 (DAGG- 2): = Highlights a variety of linguistic components which then guides in determining which AAC skill areas to develop goals for</p> Signup and view all the answers

    Match the term to its description

    <h1>Accomodation = physical or environmental changes Modification = A change that alters what a student is taught or expected to learn, which can change the content of a curriculum and affect grades</h1> <p>=</p> Signup and view all the answers

    Match the access method with its description:

    <p>Direct Access = User interacts with the device directly Indirect Access = User relies on alternative methods to control the device Eye gaze = User selects items by looking at them Touching/pressing = User selects items by tapping on them</p> Signup and view all the answers

    Match the type of display with its description:

    <p>Static Display = Symbols do not change automatically Dynamic Display = Language symbols change based on user interaction Fixed Display = Always shows the same set of symbols Interchangeable Display = Can be customized with different symbols</p> Signup and view all the answers

    Match the level of access with its definition:

    <p>Direct Access = Immediate interaction with technological devices Indirect Access = Utilizes assistive devices or alternative methods Pointing = User indicates choice through physical gesture Scanning = Choice is made through iterative selection process</p> Signup and view all the answers

    What best describes core vocabulary in AAC?

    <p>Consistent across people and includes various parts of speech</p> Signup and view all the answers

    Which AAC access method involves using a physical interface to select items on a screen?

    <p>Touching/pressing</p> Signup and view all the answers

    What is the primary goal of AAC intervention?

    <p>To enable individuals to participate in chosen activities and interactions</p> Signup and view all the answers

    Which assessment tool is used primarily to collect utterances of AAC users in their everyday environments?

    <p>Tool for Analysis of Language and Communication (TALC)</p> Signup and view all the answers

    Which statement accurately describes fringe vocabulary?

    <p>Includes nouns that can be personalized or specific to individuals</p> Signup and view all the answers

    What function does the Communication Matrix serve in AAC assessment?

    <p>Documents communication skills over time</p> Signup and view all the answers

    Which access method is an example of indirect access in AAC?

    <p>Scanning</p> Signup and view all the answers

    What distinguishes a static display in AAC systems?

    <p>Symbols do not change without user action</p> Signup and view all the answers

    Which language component does the Dynamic AAC Goals Grid-2 (DAGG-2) support in goal development?

    <p>Various linguistic components</p> Signup and view all the answers

    Which of the following is NOT a component of core vocabulary?

    <p>Picture producing symbols</p> Signup and view all the answers

    What is a significant challenge that children with unilateral hearing loss may face in a noisy classroom environment?

    <p>They may confuse peer conversations.</p> Signup and view all the answers

    In what way can educational accommodations benefit a child with unilateral hearing loss?

    <p>By allowing the child to change seating to better hear instruction.</p> Signup and view all the answers

    What is one potential educational risk for children with unilateral hearing loss compared to their peers with two normal hearing ears?

    <p>Risk of educational difficulties is ten times higher.</p> Signup and view all the answers

    How does unilateral hearing loss impact a child's ability to participate in group discussions?

    <p>They may miss soft speech from the poor hearing side.</p> Signup and view all the answers

    Why might a child with unilateral hearing loss feel fatigued during classroom activities?

    <p>They have to exert more effort to listen in noisy classrooms.</p> Signup and view all the answers

    What is a significant potential educational impact of fluctuating hearing loss in children?

    <p>Difficulty in acquiring early reading skills</p> Signup and view all the answers

    Which classroom accommodations may help a child with mild hearing loss?

    <p>Ensuring favorable acoustics and seating</p> Signup and view all the answers

    What social impact does fluctuating hearing loss often have on children?

    <p>They may develop feelings of insecurity and low self-esteem</p> Signup and view all the answers

    How does a 26-40 dB hearing loss primarily affect a child's learning?

    <p>Causes significant challenges in understanding spoken language</p> Signup and view all the answers

    Which type of FM system is recommended for children with hearing loss in lower grades?

    <p>Sound-field FM systems</p> Signup and view all the answers

    Study Notes

    Public Laws Affecting SLP Services

    • PL 94-142 (1975): Education for All Handicapped Children Act; established Free Appropriate Public Education (FAPE) for children with disabilities.

      • Key provisions include IEPs, due process safeguards, least restrictive environment (LRE), and nondiscriminatory evaluations.
      • Federal funding through Local Education Agencies (LEA) and mechanisms for accountability were introduced.

    • PL 99-457 (1986): Expanded services to younger children and authorized Early Intervention (EI) programs.

      • Included services for children from birth to age 2 and extended programs for ages 3-5.

    • PL 101-476 (1990): Renamed PL 94-142 to IDEA; introduced person-first language and expanded eligibility categories.

      • Notable additions included autism and traumatic brain injury (TBI).

    • PL 105-17 (1997): Reauthorization focused on varied service models and clarified disciplinary actions.

      • Incorporated provisions for behavioral intervention plans and required supplementary aids in IEPs.

    • PL 108-446 (2004): Aimed to align IDEA with No Child Left Behind (NCLB).

      • Reduced paperwork and increased collaboration between parents and schools.

    Educational Legislation Overview

    • Elementary and Secondary Education Act (ESEA, 1965): Aimed at improving education quality; included teacher preparation and professional development.

    • No Child Left Behind Act (NCLB, 2001): Emphasized accountability and standard-based assessments with consequences for unmet progress.

    • NCLB Reauthorizations (2010 & 2015):

      • 2010 focused on promoting effective teaching and closing achievement gaps.
      • 2015 enhanced state control and supported underserved populations like children with disabilities.

    Key Terms and Roles in SLP Services

    • IEP (Individualized Education Program): A legally binding document for students qualifying for special education under IDEA.

      • Includes goals, accommodations, and related services like SLP, OT, and PT.

    • Parental Rights Under Due Process:

      • Parents have rights to written notifications, record examinations, and impartial hearings for disputes.

    • SLP Caseloads: Median caseload reported is around 50 students; funding influenced by categorization of services and non-duplicative counts.

    SLP Workload Considerations

    • Workload vs. Caseload:

      • Caseload only counts the number of students; workload considers all responsibilities and varying needs of diverse populations.

    • AAC (Augmentative and Alternative Communication):

      • 60% of SLPs serve students needing AAC, highlighting the time-intensive nature of these services.

    IEP Process and Content

    • IEP Development Process:

      • Involves referral, evaluation, and collaboration among a diverse team including parents and specialists.
      • IEP must be updated annually and reviewed quarterly for student progress.

    • PLAAFP (Present Levels of Academic Achievement and Functional Performance):

      • Required information on student strengths, challenges, and impact on education, forming the basis for setting annual goals.

    Intervention Details

    • Intervention Intensity: Comprised of dose form, frequency, and duration, essential for effective service delivery.
    • Recommended dosages vary; typical goals include 100 trials for speech sound therapy.

    Service Delivery Options

    • Types include direct services, pullout, push-in, home-based models, and community-based approaches.
    • Effectiveness varies based on type and severity of the disorder, ensuring alignment with student needs.

    Hearing Loss

    • Educational Implications of Hearing Loss:
      • Any level of hearing loss that impacts classroom access and peer interaction is considered significant.

    Unilateral Hearing Loss

    • Hearing ability in one ear leads to challenges in understanding speech, especially faint or distant sound.
    • Difficulty localizing sounds, with increased trouble comprehending speech in noisy environments.
    • Social issues may arise, leading to accusations of selective hearing; potential feelings of rejection among peers.
    • Fatigue in classroom settings due to the effort required to listen effectively.
    • Educational accommodations include seating adjustments and the use of FM systems to enhance hearing in challenging environments.
    • Children with unilateral hearing loss face a significantly higher risk of educational difficulties.

    Fluctuating Hearing Loss

    • Prolonged episodes of fluctuating hearing impact language comprehension, leading to missed speech fragments.
    • Academic performance affected by classroom noise levels and distance from the teacher.
    • Children may be perceived as inattentive, affecting self-esteem and participation.
    • Early monitoring for hearing loss and communication between parents and teachers is critical for timely intervention.
    • Classroom accommodations include assistive listening devices and support for speech and reading development.

    Mild Hearing Loss

    • Mild hearing loss (20-40 dB) leads to difficulties in hearing clearly, impacting comprehension of spoken language.
    • The ability to hear and understand diminishes significantly in backgrounds with noise, especially in early education.
    • Children may struggle with selective listening and lose focus on important auditory signals.
    • Effective accommodations include the use of hearing aids and adjustments for optimal classroom acoustics.

    Deaf Learners

    • Students who are Deaf or Hard of Hearing (DHH) have unique learning needs distinct from hearing peers.
    • DHH students may have challenges generalizing knowledge and integrating multiple concepts in tasks.
    • Strategies include visual aids like concept maps and explicit instruction on how to relate background knowledge to new learning.
    • DHH students often struggle with metacognition and memory skills, requiring proactive support from educators.

    Central Auditory Processing Disorder (CAPD)

    • CAPD refers to difficulties in processing auditory information in the brain, affecting comprehension and attention.
    • Children may show signs similar to hearing loss but can also experience academic struggles, particularly with reading and following instructions.
    • Interventions can be direct (skill-building) or indirect (improving listening environments), tailored to individual student needs.

    Augmentative and Alternative Communication (AAC)

    • AAC is a range of communication methods that assist individuals who struggle to communicate effectively.
    • Users can vary significantly, but all require some form of assistance, not only individuals who are nonverbal.
    • AAC can include unaided communication (like sign language) and aided communication (such as speech-generating devices).
    • Core vocabulary represents approximately 80% of language used, while fringe vocabulary consists of more specific, context-related words.
    • AAC assessment tools help track communication development and identify effective interventions.

    Public Laws Affecting SLP Services

    • PL 94-142 (1975): Education for All Handicapped Children Act; established Free Appropriate Public Education (FAPE) for children with disabilities.

      • Key provisions include IEPs, due process safeguards, least restrictive environment (LRE), and nondiscriminatory evaluations.
      • Federal funding through Local Education Agencies (LEA) and mechanisms for accountability were introduced.

    • PL 99-457 (1986): Expanded services to younger children and authorized Early Intervention (EI) programs.

      • Included services for children from birth to age 2 and extended programs for ages 3-5.

    • PL 101-476 (1990): Renamed PL 94-142 to IDEA; introduced person-first language and expanded eligibility categories.

      • Notable additions included autism and traumatic brain injury (TBI).

    • PL 105-17 (1997): Reauthorization focused on varied service models and clarified disciplinary actions.

      • Incorporated provisions for behavioral intervention plans and required supplementary aids in IEPs.

    • PL 108-446 (2004): Aimed to align IDEA with No Child Left Behind (NCLB).

      • Reduced paperwork and increased collaboration between parents and schools.

    Educational Legislation Overview

    • Elementary and Secondary Education Act (ESEA, 1965): Aimed at improving education quality; included teacher preparation and professional development.

    • No Child Left Behind Act (NCLB, 2001): Emphasized accountability and standard-based assessments with consequences for unmet progress.

    • NCLB Reauthorizations (2010 & 2015):

      • 2010 focused on promoting effective teaching and closing achievement gaps.
      • 2015 enhanced state control and supported underserved populations like children with disabilities.

    Key Terms and Roles in SLP Services

    • IEP (Individualized Education Program): A legally binding document for students qualifying for special education under IDEA.

      • Includes goals, accommodations, and related services like SLP, OT, and PT.

    • Parental Rights Under Due Process:

      • Parents have rights to written notifications, record examinations, and impartial hearings for disputes.

    • SLP Caseloads: Median caseload reported is around 50 students; funding influenced by categorization of services and non-duplicative counts.

    SLP Workload Considerations

    • Workload vs. Caseload:

      • Caseload only counts the number of students; workload considers all responsibilities and varying needs of diverse populations.

    • AAC (Augmentative and Alternative Communication):

      • 60% of SLPs serve students needing AAC, highlighting the time-intensive nature of these services.

    IEP Process and Content

    • IEP Development Process:

      • Involves referral, evaluation, and collaboration among a diverse team including parents and specialists.
      • IEP must be updated annually and reviewed quarterly for student progress.

    • PLAAFP (Present Levels of Academic Achievement and Functional Performance):

      • Required information on student strengths, challenges, and impact on education, forming the basis for setting annual goals.

    Intervention Details

    • Intervention Intensity: Comprised of dose form, frequency, and duration, essential for effective service delivery.
    • Recommended dosages vary; typical goals include 100 trials for speech sound therapy.

    Service Delivery Options

    • Types include direct services, pullout, push-in, home-based models, and community-based approaches.
    • Effectiveness varies based on type and severity of the disorder, ensuring alignment with student needs.

    Hearing Loss

    • Educational Implications of Hearing Loss:
      • Any level of hearing loss that impacts classroom access and peer interaction is considered significant.

    Unilateral Hearing Loss

    • Hearing ability in one ear leads to challenges in understanding speech, especially faint or distant sound.
    • Difficulty localizing sounds, with increased trouble comprehending speech in noisy environments.
    • Social issues may arise, leading to accusations of selective hearing; potential feelings of rejection among peers.
    • Fatigue in classroom settings due to the effort required to listen effectively.
    • Educational accommodations include seating adjustments and the use of FM systems to enhance hearing in challenging environments.
    • Children with unilateral hearing loss face a significantly higher risk of educational difficulties.

    Fluctuating Hearing Loss

    • Prolonged episodes of fluctuating hearing impact language comprehension, leading to missed speech fragments.
    • Academic performance affected by classroom noise levels and distance from the teacher.
    • Children may be perceived as inattentive, affecting self-esteem and participation.
    • Early monitoring for hearing loss and communication between parents and teachers is critical for timely intervention.
    • Classroom accommodations include assistive listening devices and support for speech and reading development.

    Mild Hearing Loss

    • Mild hearing loss (20-40 dB) leads to difficulties in hearing clearly, impacting comprehension of spoken language.
    • The ability to hear and understand diminishes significantly in backgrounds with noise, especially in early education.
    • Children may struggle with selective listening and lose focus on important auditory signals.
    • Effective accommodations include the use of hearing aids and adjustments for optimal classroom acoustics.

    Deaf Learners

    • Students who are Deaf or Hard of Hearing (DHH) have unique learning needs distinct from hearing peers.
    • DHH students may have challenges generalizing knowledge and integrating multiple concepts in tasks.
    • Strategies include visual aids like concept maps and explicit instruction on how to relate background knowledge to new learning.
    • DHH students often struggle with metacognition and memory skills, requiring proactive support from educators.

    Central Auditory Processing Disorder (CAPD)

    • CAPD refers to difficulties in processing auditory information in the brain, affecting comprehension and attention.
    • Children may show signs similar to hearing loss but can also experience academic struggles, particularly with reading and following instructions.
    • Interventions can be direct (skill-building) or indirect (improving listening environments), tailored to individual student needs.

    Augmentative and Alternative Communication (AAC)

    • AAC is a range of communication methods that assist individuals who struggle to communicate effectively.
    • Users can vary significantly, but all require some form of assistance, not only individuals who are nonverbal.
    • AAC can include unaided communication (like sign language) and aided communication (such as speech-generating devices).
    • Core vocabulary represents approximately 80% of language used, while fringe vocabulary consists of more specific, context-related words.
    • AAC assessment tools help track communication development and identify effective interventions.

    Educational Implications of Hearing Loss

    • Any level of hearing that disrupts access to classroom instruction is significant and can affect communication, learning, and peer relationships.

    Unilateral Hearing Loss

    • Children hear but struggle with understanding speech, especially faint or distant sounds.
    • Difficulty localizing sounds can exacerbate challenges in understanding spoken language in noisy environments.
    • Children may face social issues, being perceived as having selective hearing, resulting in feelings of rejection.
    • Fatigue is common due to the extra effort needed for listening in challenging classroom acoustics.
    • Academic difficulties are heightened, with a risk 10 times greater than peers with normal hearing.
    • Educational accommodations include flexible seating arrangements to optimize hearing and the use of FM systems, potentially including hearing aids.

    Fluctuating Hearing Loss

    • Consistent hearing fluctuations, especially during critical early childhood years, can hinder language acquisition.
    • Children may hear but miss essential parts of conversations, leading to misunderstandings depending on classroom conditions.
    • Social repercussions include lowered self-esteem and increased perceptions of inattentiveness or daydreaming.
    • Students often develop a tendency to tune out speech due to inconsistent hearing, resulting in social immaturity and lack of participation.
    • Educational support focuses on early reading skills, ongoing hearing monitoring, and the use of assistive listening devices in classrooms.

    Mild Hearing Loss

    • A 20 dB hearing loss can be likened to having fingers stuck in the ears, with a 26-40 dB loss causing more significant listening difficulties.
    • Children may miss parts of speech, affecting comprehension and leading to misunderstandings, particularly with background noise.
    • Limited ability to hear consonants and unglossed words can hinder early reading skill acquisition.
    • Negative social impacts arise as children struggle with listening, leading to fatigue and diminished self-belief.
    • Supportive measures involve hearing aids, favorable acoustic environments, and targeted skills development in auditory and language skills.

    Deaf Learners

    • Students who are Deaf or Hard of Hearing exhibit different cognitive profiles than their hearing peers.
    • Understanding the unique learning needs of these students is crucial for providing appropriate educational support and interventions.

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    Test your knowledge of key terms in special education. This quiz focuses on important acronyms and concepts, particularly the meaning of IEP. Perfect for educators, parents, and students interested in special needs education.

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