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Speech-language Pathology Services in WV Schools: Guidelines for Best Practice

Speech-language Pathology Services in WV Schools: Guidelines for Best Practice. Kathy Knighton Office of Special Programs West Virginia Department of Education kknighto@access.k12.wv.us. PURPOSE. SLP RESOURCE Clarify State/federal regulations Reflect Best Practice

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Speech-language Pathology Services in WV Schools: Guidelines for Best Practice

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  1. Speech-language Pathology Services in WV Schools: Guidelines for Best Practice Kathy Knighton Office of Special Programs West Virginia Department of Education kknighto@access.k12.wv.us

  2. PURPOSE • SLP RESOURCE • Clarify State/federal regulations • Reflect Best Practice • Improve Consistency • Assist SLPs, special education directors and school administrators: • Facilitate speech-language services in their schools • Improve outcomes for SLI students • Special education practices and procedures for students receiving speech/language services are explained and clarified. • Reference for SLPs/administrators regarding the appropriate delivery of services to students with speech-language impairments and the role of the SLP.

  3. SLP WORK GROUP MEMBERS • Alice Akers – Logan County • Tondra Elkins – Mingo County • Marsha Fink – Raleigh County • Lisa Jackson – WVSHA / Raleigh County • Nancy Laughlin – Marion County • Cheryl Prichard – WVU • Bernadette Rush – Harrison County • Kerynn Sovic – Jackson County • Anna Smith – Putnam County • Janet Stone – Monongalia County • Terri Stark – Cabell County

  4. CONSIDERATIONS • FORMAT • Summary Recommendation of Speech Forums • State Guidance Documents • CONTENT • Reflect best practice • User-friendly • Comprehensive, but not overwhelming • WV Specific Issues • RESOURCES • ASHA Resources • Web-based resources • National/state resources

  5. TABLE OF CONTENTS • FOREWORD • ACKNOWLEGEMENTS • INTRODUCTION • FEDERAL/STATE REGULATIONS • IDEA • Policy 2419 • ROLE OF THE SLP • Responsibilities not within Role • WV SPECIAL EDUCATION PROCESS: SPEECH-LANGUAGE • Identification and Referral • Evaluation/Reevaluation • Eligibility • Individualized Education Program • Service Delivery Models/Scheduling

  6. TABLE OF CONTENTS……… • MANAGEMENT OF SPECIAL POPULATIONS • Auditory Processing Disorder (APD) • Autism • Childhood Apraxia • Deaf and Hard of Hearing (Cochlear Implants) • Dysphagia • English Language Learners • SPECIAL TOPICS • Assistive Technology • WV Early Childhood Education • Universal PreK/ WV Birth to Three • Literacy • Response to Intervention • Medicaid • Section 504

  7. TABLE OF CONTENTS….. • PROGRAM IMPLEMENTATION • Personnel • National Board Certification • Use of Speech Assistants • Coordination: School Based Programs • Facilities REFERENCES APPENDICES • Glossary/Acronyms/Online Resources • Multi-tiered Model for Speech/Language Services • WV Policy 2419 Eligibility Criteria • Examples of Severity Rating Scales

  8. MULTI-TIERED MODEL FOR SPEECH-LANGUAGE SERVICES • RTI model: Students with speech-language impairments • National attention; • Growing caseloads, increased paperwork and low dismissal rates, • New approach to providing effective, efficient services • Traditional approaches often result in students enrolled in programs for long periods of time without making significant progress •  Significant time and burdensome paperwork to navigate system for a young child with a mild speech disorder that may correct without intervention. • SLPs provide intervention within the general education environment with the educator, parent and the student prior to referral for special education • Observe the speech and language skills to determine if a disorder is present that requires referral for special education

  9. “Step-Up” to Speech

  10. RTI MODEL: Speech/language Services • NOT A MANDATED PROGRAM! • Students selected for this intervention are those with mild articulation and language delays. • Students with significant speech and language issues must be referred and evaluated immediately. • Students identified for Tier 1 and 2 do not have IEPs. • Targeted students not be referred for special education until Tier 3. • SLP responsible for implementing the special education process. • Parent Involvement IS KEY!!!

  11. NEXT STEPS • Disseminate Guidelines • WVSHA • Available on Website: http://wvde.state.wv.us/osp/speechbestpractices.html • RESA Workshops • Special Ed Directors/ SLP • Special Education Leadership Conference • April 11-13, 2011 • AIR PROJECT • “Step-up” to Speech • Resources • RTI in Action • ASHA: Roles and Responsibilities of Speech-language Pathologists in Schools

  12. THANK-YOU!!!!!

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