Speech-language pathologists are professionally trained to prevent,
screen, identify, assess, diagnose, refer, and provide intervention
for students who are identified with or at risk of a communication
disability in the areas of articulation, language, voice, fluency,
hearing and associated conditions.
Many of today’s school speech and language caseloads consist of
students with a wide range of disabilities and diverse education
needs. These services can include students with related disability
categories—including intellectual disability; emotional disturbance;
multiple disabilities; hearing, orthopedic, visual, or other health
impairments; autism; deaf-blindness; and traumatic brain injury.
Legislative mandates and general changes in philosophy have dictated
that special education services be provided in the least restrictive
environment (LRE). Consideration of LRE and meaningful curriculum
modifications based on the students' needs have led to expanded
service-delivery models. Now, in addition to taking students out of
the classroom for services (pull out), the speech-language
pathologist has an array of direct and indirect service-delivery and
schedule models available to help students with communication
disorders. Collaboration, consultation and curriculum alignment have
also become part of this array of services.
“The school-based speech-language pathologist has an important role
to play on the education team in addressing prevention of
communication disorders. For the school-based provider, this may
include consultation regarding the acquisition of proficient
language and communication skills by students in general education
preschool and early intervention classrooms. The school-based
speech-language pathologist's active involvement in general
education support will promote increased awareness that
communication skills are the basis of most teaching, learning, and
social relationships.”(ASHA,
1994i;
Cazden, 1988;
Nelson, 1989).
According to the AACPS Handbook for Special Education, individual
students may receive speech/language services as either a special
education or as a related service. Services are determined to be
related services when they are required to assist a student in
receiving benefit from his/her special education services. In order
to identify a student as having a speech-language disability, the
adverse impact on school functioning must be documented according to
Eligibility Criteria outlined in the AACPS –Handbook for Special
Education.
Referrals
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Birth to 3:
Referrals for children Birth -3 years of age should be directed
to the Infants and Toddlers Program 410-222-6911.
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Children Ages 3 to 5:
Referrals for preschool children 3-5 years of age should be
made to Child Find 410-766-6662
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School Age Students K-12:
All referrals for school aged students K-12 who appear at risk
for speech or language disabilities should be made to their home
school.
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