Secondary Goals and Transition Strategies Speech and Language
Support
Slide 2
Speech and Language Support services are provided for students
who exhibit communication disorders in the area of articulation,
language, fluency and/or voice.
Slide 3
The Individuals with Disabilities Education Act, or IDEA,
defines the term speech or language impairment as follows: (11)
Speech or language impairment means a communication disorder, such
as stuttering, impaired articulation, a language impairment, or a
voice impairment, that adversely affects a childs educational
performance. [34 CFR 300.8(c)(11]
Slide 4
What does it mean to have an adverse effect on educational
performance? The impairment affects the student's ability to
participate in the educational process, and must include
consideration of the student's social, emotional, academic, and
vocational performance. To the extent that a speech and language
impairment affects the student's ability to participate in active,
interactive communication with others in the educational setting,
(including peers as well as adults), the student is prevented from
participating in the process of education.
Slide 5
A speech or language deviation does not necessarily constitute
an adverse effect on the student's ability to function in the
educational setting any more than a deviation such as poor eyesight
necessarily interferes with educational functioning. The speech and
language deviation must be shown to interfere with the student's
ability to perform in the educational setting before Speech and
Language Impaired eligibility is determined.
Slide 6
Levels of Speech-Language Support Individual Therapy: A student
is seen individually by the SLP to work on specific goals as
established by the Individualized Education Program (IEP) or the
Individualized Speech and Language Plan. Small Group Therapy: Small
groups of students are seen in a therapy setting to focus on
development of specific skills. Classroom Speech and Language
Programs: The SLP goes into the classroom and works on
communication skills within that setting. Consultation: The SLP
provides consultation services to classroom teachers and
significant others in the students academic environment on how to
facilitate or improve communication skills.
Collaboration/Team-Teaching: The SLP and classroom teacher work
together in the classroom. Communication opportunities are provided
for students who have speech and language problems. All students in
the classroom benefit from the strategies utilized by the
team.
Slide 7
Service Delivery Options The IEP team determines the student's
needs as well as the service delivery model. Specific consideration
in determining need and type(s) of service delivery models are: the
severity of the communication impairment the effect of the
communication impairment on the student's classroom performance and
social integration the presence of compounding difficulties such as
learning disability or hearing impairment the age and stage of the
student's communicative development the current level of support
available to the child
Slide 8
Service Delivery, continued The SLP is not the only person to
address communication goals with a student in school. For example,
some students may receive appropriate services from a special
education teacher. The SLP may evaluate the student and assist in
the development of goals and then support a teacher as they work
directly with the child who is communicatively impaired. Using a
variety of service delivery models allows the SLP to plan
intervention and services to meet individual needs of students, to
collaborate with other educational professionals, and to maximize
effectiveness of therapy services with students. There are a
variety of service delivery categories through which students
receive services. The arrangement of time, resources, location of
service, and collaboration among educators comprise the service
delivery model/s that will best meet individual student needs.
Slide 9
Slide 10
Self-monitoring skills are an essential tool for all students.
To be successful self-monitors, students need to learn to keep
track of what they are doing and how they are thinking so they can
adjust their behaviors and thoughts in order to meet goals or
complete tasks (Porter, 2002; Smith, 2002).
To make self-monitoring most effective, strategies should be
used constantly and overtly at first and then faded to less
frequent use and more subtle use across time (Stainback &
Stainback, 1980).
Slide 17
If progress is not observed over time, changes must be made in
the interventions/accommodations. If continued lack of progress is
shown, specific goals and intervention approaches must be
re-examined.
Slide 18
If changes are made and additional progress is not observed,
dismissal may be warranted. If it can be determined that continued
speech therapy would not greatly improve educationally- based
speech and language skills of students with severely impaired
communication or cognitive systems, and no specific articulation
needs remain, dismissal should be considered.
Slide 19
The student's current academic level, behavioral
characteristics and impact on educational performance should be
considered when determining dismissal.
Slide 20
If speech and language services are provided as a related
service under another disability category such as autism, other
health impairment, mental retardation, etc, eligibility for special
education services will still apply and other services will
continue and eligibility will not be changed. Such decisions must
be documented in the IEP Present Education Level and reflected
throughout the IEP where appropriate. Parents must be involved in
this decision to discontinue speech and language support services
as a related service.
Slide 21
Articulation/Phonology A student will be recommended for
dismissal when: Correct production of the target phoneme or
phonological process is reached at the level designated on the IEP
and specially designed instruction is no longer required.
Articulation/phonological skills are commensurate with overall
functioning and expectations and no longer interfere with the
student's ability to perform in the educational setting.
Slide 22
Articulation/Phonology, continued A student will be recommended
for dismissal when: There is a lack of progress in articulation/
phonological skills documented over time as evidenced by probes,
therapy data, and/or teacher/parent/guardian
input/consultation.
Slide 23
Articulation/Phonology, continued A student will be recommended
for dismissal when: Other associated and/or handicapping conditions
(specifically, dental abnormalities, velo-pharyngeal insufficiency,
or inadequate physiologic support for speech) prevents the student
from benefiting from further therapy.
Slide 24
Language A student will be recommended for dismissal when:
Goals and objectives have been achieved at the level designated on
the IEP and specially designed instruction is no longer required.
The student has other associated and/or handicapping conditions
that prevent continued language improvement.
Slide 25
Language, continued A student will be recommended for dismissal
when: The students language skills (as measured by standardized
language tests) are commensurate with overall functioning and
expectations and no longer interfere with the student's ability to
perform in the educational setting.
Slide 26
Fluency A student will be recommended for dismissal when: The
fluency goals as designated on the IEP have been achieved, and
specially designed instruction is no longer warranted. The student
perceives himself/herself to be a normal speaker.
Slide 27
Fluency, continued A student will be recommended for dismissal
when: The fluency disorder no longer interferes with the student's
ability to perform in the educational setting. The fluency disorder
no longer interferes with the student's ability to establish and
maintain appropriate social/emotional development.
Slide 28
Voice A student will be recommended for dismissal when: Voice
goals on the IEP have been accomplished and specially designed
instruction is no longer warranted. Voice deficits no longer
interfere with the student's ability to perform in the educational
setting. Voice deficits no longer interfere with the student's
ability to establish and maintain appropriate social/emotional
development.
Slide 29
Voice, continued A student will be recommended for dismissal
when: The student has other associated and/or handicapping
conditions that prevent continued improvement. There is a lack of
progress documented over time by charting, therapy data, and/or
teacher/parent input or consultation.
Slide 30
General Dismissal/Exit Criteria for ANY Type of Intervention A
student will be recommended for dismissal when: The student
demonstrates a lack of motivation, consistent incompletion of
assignments or inappropriate behaviors that are not conducive to
therapy, such as not being cooperative, chronic absenteeism,
verbally or physically disrupting the therapy session. Attendance
records and pertinent observations must be included in the
documentation that indicate a variety of learning styles, service
delivery models, and motivators that were utilized to address the
student's behavior and performance. Withdrawal is requested by the
parent/guardian. (This must be obtained in writing and agreed to by
the educational team.)
Slide 31
Sources of information for this presentation include the
following: www.asha.org www.aiu3.net www.iu1.org
![Social and Emotional Goals and Transition [Read-Only]il.nami.org/Social and Emotional Goals and Transition [Read-Only].pdfSocial and Emotional Goals and Transition Susy Woods, Illinois](https://img.pdfslide.net/doc/110x75/5e6f0ae1ff26ac1d9e037fe6/social-and-emotional-goals-and-transition-read-onlyilnamiorgsocial-and-emotional.jpg)
