SLP in the Schools Final

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.

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.