CH 10 Part 1_SPAUD 504
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California State University, Northridge *
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Communications
Date
Feb 20, 2024
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Ch. 10, Part 1
Language, Reading, and Learning in School
S P A U D 5 0 4
A D A P T E D F R O M P A U L , N O R B U R Y , A N D G O S S E ( 2 0 1 8 )
Categories of Disability in the Schools
Specific learning
disabilities
Speech/language
impairments
Autism Intellectual
disabilities
Developmental delay
Emotional
disturbance
The IDEA act outlined several areas that are categories of disability in the schools. The biggest category of disability in the schools at 35% is specific learning disabilities. The second biggest category at 21% are speech & language impairments. At 8% we have children with autism. 7% includes children with intellectual disabilities. Both at 6 % we have developmental delay and
2020 ASHA Schools Survey
(link)
•
At least 85% of SLPs served students with the following diagnosis:
•
autism spectrum disorder
•
language disorders: pragmatics/ social communication
•
language disorders: semantics, morphology, syntax
•
speech sound disorders
•
Median caseload in Michigan = 53 students
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Review of Laws for School-Based Services
•
Important terms:
•
FAPE (free appropriate public education)
This states that all children attending public schools have the right to an education in their most appropriate setting or their least restrictive environment. •
LRE (least restrictive environment)
The LRE is the setting where the student is able to learn best while being integrated with their peers as much as possible.
•
IEP (individualized education program)
The students outline of all the accommodations and services and professionals that they see throughout the school year.
•
IDEA (1997, 2004)
•
Student strengths and caregiver concerns & Caregiver participation in the child’s education is crucial.
•
Evidence-based reading instruction and
evidence based practice across all disciplines serving the child
•
High standards for professionals
Common Core State Standards (CCSS)
Most schools follow these standards & these are standards for
learning by grade level & topic for students in public schools.
•
Most important for SLP:
•
Writing
•
Speaking & listening
•
Language
•
Critical role of SLP in supporting general curriculum (ASHA)
“When we align our treatment goals with the learning
outcomes specified by the CCSS, we increase the academic
relevance of the services we deliver.” p. 414
Universal Design for Learning (UDL)
•
CCSS:
the “what” of what the children are learning & what SLPs are supporting. •
UDL (universal design for learning):
the “how”. What does the child need in order
to succeed to their full potential
o
Customized educational supports
o
E.g., visual supports, pre-teaching academic vocabulary •
The UDL guidelines
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•
Critical roles:
•
Treat a range of educational levels and diagnoses
o
Slps can treat preschool through 12
th
grade as well as a range of diagnosis.
•
Provide services that are academically relevant and promote learning of curriculum.
•
Highlight language and literacy into activities and ensure the child’s literacy skills are developing at an appropriate rate.
•
Provide culturally competent services. •
Responsibilities:
Roles & Responsibilities of School SLPs
(
10.1)
Box
1.
Prevention
a
Speech and language screening to identify children who need a full evaluation and
possibly a full evaluation. This can also be in the form of hearing screenings. 2.
Assessment
a
Speech & language evaluations to determine the need for services. 3.
Intervention
a
In whatever category of speech or language the student needs
4.
Program design
a
Contributing to classroom teachers, helping them aid their students & support them in terms of language & social communication.
5.
Data collection & analysis
a
Keeping track of the progress of our students. Making sure that we are reporting progress at the appropriate times
6.
Compliance
a
Making sure we are following all the rules & requirements for individualized education plans & with the standards set by the school district, state and federal guidelines.
Roles & Responsibilities of School SLPs
(
10.1)
Box
•
Collaboration:
•
School professionals
•
Universities (mentoring or supervising students)
•
Communities (library programs)
•
Families •
Students
•
Leadership:
Roles & Responsibilities of School SLPs
(
10.1)
Box
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•
Advocacy
o
Advocating for student can be in the form of services in services to other professionals in the school about things like different diagnosis like autism, different techniques to use in the classroom and making sure all of your students are getting the accommodations and supports that they need.
•
Supervision & mentorship
o
You might supervise grad students, talking to undergrad students.
•
Professional development
o
ASHA requirement to maintain clinical certification to accumulate CEUs.
•
Parent training
o
Ways that we can talk to parents & inform them about what their child is working on so that they know what they are doing with you
•
Research
o
Surveys that have to do w/ practices in schools or doing your own research
Roles & Responsibilities of School SLPs
(
10.1)
Box
Response to Intervention (RTI)
•
Successful RTI
•
ASHA –
RTI
•
Multi-tiered system of supports
•
Prevention and early identification of reading disability
•
The overall goal is to get students to tier one or general classroom
instruction.
The universal tier where most students are receiving
instruction with their peers. •
Tier 2 is for students who present with some risk factors •
Tier 3 is more intensive instruction for students at high risk for
persisting problems if there difficulties with reading are not addressed
in a more exclusive setting with more extensive instruction.
https://www.aak8.org/apps/pages/a
Roles of SLPs in RTI
•
Program design – e.g., explain areas of expertise, stay up-to-date on
EBP
•
Collaboration – e.g., assist with universal screening & RTI decision
making, interact with caregivers
•
Serving students – e.g., provide evidence-based evaluation & tx,
eligibility decisions
SLP roles beginning on p. https://www.asha.org/siteassets/up
oadedfiles/slp/schools/pro
consult/rtiroledefinitions.pd
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•
Vary from state to state and district to district
•
IDEA – the difficulties the child is having must have an adverse effects on academic performance
Determining Eligibility
IEPs
Present level of educational performance: their relative strengths and challenges across all areas of education Short-term objectives & benchmarks
are written by various professionals that are working with the child
Annual goals: the goals are written by various professionals that are working with the child
Services, modifications, & accommodations: ex: separate room and more time to take a test