005.18.35-J. Speech or Language Impairment.
AR ADC 005.18.35-JArkansas Administrative Code
Ark. Admin. Code 005.18.35-J
005.18.35-J. Speech or Language Impairment.
“Speech or Language Impairment” means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
The operational definition under Arkansas regulations, which is designed to be compatible with the Federal definition, is as follows: “Speech or Language Impairment” means a communication disorder such as deviant articulation, fluency, voice, and/or comprehension and/or expression of language, spoken or written, which impedes the child's acquisition of basic cognitive and/or affective skills, as reflected in the Arkansas Department of Education curriculum standards.
1. Conditions are indicated in the student's medical/developmental history, such as cleft lip and/or palate, deviant palatal-pharyngeal structure, cerebral palsy, muscular dystrophy, brain injury, aphasia, vocal nodules or other pathology of the vocal mechanism, hearing loss, myringotomy or other aural surgery, orofacial abnormalities, congenital disorders
The speech-language pathologist (SLP) is to conduct a thorough and balanced speech, language, or communication assessment. The foundation of a quality individualized assessment is to establish a complete student history. That information should guide the selection of subsequent assessment tools and activities, which should reflect multiple perspectives. No single assessment measure can provide sufficient data to create an accurate and comprehensive communication profile.
Two or more tests and/or procedures which delineate the specific nature and extent of the disorder.
An assessment for augmentative/alternative communication (AAC) performed by a multidisciplinary team with experience, training, and competence in AAC. (Refer to Assistive Technology Section 5.08)
3. Oral-peripheral speech mechanism examination, which includes a description of the status and function of orofacial structures. This examination must be conducted in addition to the requirement for either verbal communicators (1) or nonverbal communicators (2). If, after examination, feeding, and/or swallowing are a concern, the SLP should make appropriate referral for further medical evaluation.
a. Combining standardized (norm-referenced) with nonstandardized (descriptive) assessment using multiple methods will assure the collection of student-centered, contextualized, performance-based, and functional information about the child's communicative abilities and needs. Standardized assessment may consist of any diagnostic tool that compares results to an appropriate normative sample. Nonstandardized assessment may consist of criterion-referenced assessment, curriculum-based assessment, dynamic assessment, language samples, and structured probes.
c. Related functions which may contribute to or underlie a communication disorder must also be considered. For example, impaired articulation may be related to an auditory acuity and/or perceptual deficit, a motor-speech problem, overall maturational lag, or deviant oral structure. Such determinations cannot be made solely through administration of a standard test of articulatory ability.
1. Language Disorder -Impaired comprehension and/or use of spoken, written, and/or other symbol systems. This disorder may involve the form of language (phonology, morphology, syntax), the content and meaning of language (semantics, prosody), and/or the function of language (pragmatics) in communication. Such disorders may involve one, all, or a combination of the following components of language.
Form of Language
Content and Meaning of Language
Function of Language
Perception and Processing of Language
a. Articulation -an articulation disorder is the production and combination of speech sounds. An articulation disorder may manifest as an individual sound deficiency (traditional articulation disorder), incomplete or deviant use of the phonological system (phonological disorder), or poor coordination of oral-motor mechanism for purposes of speech production (apraxia/dysarthria).
In analyzing communicative abilities, the SLP should be aware of factors which represent communication differences rather than disorders. Communication differences refer to maturational, regional, social or cultural/ethnic speech and/or language variations that are not considered communication disorders.
After carefully analyzing the evaluation data pertaining to the student's communicative abilities, the speech-language pathologist will complete a written evaluation report which includes impressions indicating the presence or absence of a clinical disorder.
Through committee interaction this evaluation information will be integrated with all other data (e.g., teacher observations, including those of educational performance, and other formal and informal assessment data) gathered throughout the screening/evaluation processes. This will be done so that the committee may determine if a disabling condition exists which impedes the student's acquisition of expected academic, behavioral, social, vocational, and functional performance goals.
The committee must judge what the consequences of the impairment are for the student in relation to expected learnings within the curriculum, as established at each grade and/or chronological age level of skill development. The relationship of the communication disorder to expected learnings should be recorded on the Evaluation/Programming Conference Decision form. Once the adverse affect on educational performance is established, a determination must be made of the corresponding need for special education services.
When a student whose eligibility is based on a disability category other than “Speech or Language Impairment” exhibits a concomitant communication disorder, (as determined through formal evaluation), then circumstances exist for the provision of speech and/or language services.
Service delivery is a dynamic concept and changes as the needs of the students change; therefore, in designing a program to address the communication needs of students with disabilities, a variety of service delivery options should be considered. No one service delivery model listed should be used exclusively within a district's speech and language program. Service delivery options include direct and indirect services. Direct services may consist of therapy integrated into the classroom, pull-out therapy in an individual or group setting, community based instruction, and/or a combination. Indirect services may include collaboration or consultation with parents, general and special education teachers and other service delivery providers.
Decisions as to how instruction should be provided (e.g., in the context of a direct speech-language therapy program, a special education classroom and/or a general education classroom), must be based on the individual needs of the child. Services must be provided in the least restrictive environment.
Prior to recommending dismissal from speech or language therapy services, existing data must be reviewed and may include a comprehensive evaluation, if deemed appropriate or required. Refer to Special Education Eligibility Criteria and Program Guidelines for Children with Disabilities, Ages 3-21, Part III, Section 1, for a complete review of dismissal criteria.
Current with amendments received through February 15, 2024. Some sections may be more current, see credit for details.
Ark. Admin. Code 005.18.35-J, AR ADC 005.18.35-J
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