Speech-language Pathology Services in WV Schools:

Guidelines for Best Practice

Kathy KnightonOffice of Special Programs

West Virginia Department of Educationkknighto@access.k12.wv.us

PURPOSESLP 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.

SLP WORK GROUP MEMBERSAlice Akers – Logan County

Tondra Elkins – Mingo CountyMarsha Fink – Raleigh County

Lisa Jackson – WVSHA / Raleigh CountyNancy Laughlin – Marion County

Cheryl Prichard – WVUBernadette Rush – Harrison County

Kerynn Sovic – Jackson County Anna Smith – Putnam County

Janet Stone – Monongalia CountyTerri Stark – Cabell County

CONSIDERATIONSFORMAT◦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

TABLE OF CONTENTSFOREWORDACKNOWLEGEMENTS INTRODUCTIONFEDERAL/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

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 TOPICSAssistive TechnologyWV Early Childhood EducationUniversal PreK/ WV Birth to ThreeLiteracy

Response to InterventionMedicaidSection 504

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

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

“Step-Up” to Speech

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!!!

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

THANK-YOU!!!!!

04/22/2023