Speech-Language Support at EEACS
Speech-Language Support services are provided to qualifying students ranging from Kindergarten to 12th grade, and for students up to 21 years old with IEPs. The evaluation process starts with an informal screening conducted by the speech-language support teacher. This screening consists of a review of academic records as well as observing the student in the classroom. Screening assessments may also be used to identify potential areas of need for a full evaluation. If a parent feels that their child qualifies for Speech-Language Support, they are welcome to make a request for an evaluation in writing. Eligibility is determined by both: 1) A student with a deficit in one or more of the various domains of speech-language and 2) This deficit demonstrating an impact on their academic performance.
If a student qualifies for speech-language support, an Individualized Education Plan (IEP) will be developed at an IEP meeting. Speech-Language Support services are provided during school hours and are individualized to meet a student’s needs.
A speech-language support teacher provides services for the following domains:
- Articulation – If a student demonstrates articulation errors (e.g., saying /thit/ instead of /sit/) they may be eligible for articulation therapy.
- Receptive Language Deficits – Receptive language deficits can come in the form of difficulties understanding directions and information spoken in the classroom.
- Expressive Language Deficits – Expressive language deficits can come in the form of difficulties with expressing oneself. This can be in form of grammatical errors, word choice errors, or difficulties constructing coherent messages to express in the general education curriculum
- Dysfluency – Students who present with stuttering or other dysfluent behaviors may need support in reducing their stuttering as well as learning coping strategies.
- Pragmatic Language Deficits – Pragmatic language deficits are difficulties with the social use of language.
Speech-language support is delivered to a child in an individualized manner. An IEP team will discuss delivery methods and supports provided to IEP team members to ensure the success of the students. Examples of these supports include teacher consultations, training for the parents, materials provided for the student in the classroom and at home, etc. A student will continue to qualify for speech-language support services if he/she continues to demonstrate deficits, which impede his/her learning at school.