Events in the History of School Speech Pathology

We offer a summary perspective on the history of American school speech-language pathology as a component of the broader profession. It might seem that school practice is defined naturally by general practice, delineated by the requirements of the certificate of clinical competence as understood in the United States.  One national association, one certificate!  In fact, [...]

SLPs Can Lead Over-identification Preschool Prevention Programs

The evolving role of the school speech-language pathologists affords opportunities for true national school leadership with respect to early intervention to prevent academic shortfalls and over-identification. In taking this proper role a stronger position should result as to caseload management, innovation and professional growth. Overview Early intervention is a long-held ideal but leadership and implementation lag.   Researchers publish but [...]

17. Reducing LD

There is a degree of magical thinking inherent in the 2006 regulations to identify learning disabled children. The idea that the underlying arguments evolved by Congress over the last 35 years to reduce overidentification will be grasped clearly and enthusiastically by local eligibility groups. Somehow they will see the light and the opportunity to do [...]

16. Reducing LD

One factor in overidentification of LD children is the rush to place dictated partly by the 60 day time line to process referrals (cf. 3 Reducing LD). It creates a false sense of urgency without regard for the long-term consequences of misplacement. When a team takes time to investigate the child’s learning experiences in the [...]

15. Reducing LD

In the updated IDEA regulations classroom teacher referrals receive scrutiny as to the contribution of instruction to disability (cf. Teacher referrals). The construct of “appropriate instruction” is introduced (IDEA 2004 regulations, Education Legacy): “To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction [...]

14. Reducing LD

In adding criteria for the proper placement of learning disabled children IDEA regulations place heavy responsibility on the eligibility group (IEP team, MET) to evaluate educational theory and practice at the graduate level of university education. Consider this (IDEA 2004 regulations, Education Legacy): “The group described in 34 CFR 300.306 may determine that a child [...]

13. Reducing LD

Current regulations add criteria for sorting out specific learning disability. The eligibility group can place a child under the following circumstances (IDEA 2004 regulations, Education Legacy): “The child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in ONE OR MORE [emphasis added] of the following areas, when provided with [...]

12. Reducing LD

School psychologists, speech-language pathologists and remedial reading teachers must assume greater responsibility for reducing the LD placement rate. Objective information is still desperately needed to support placement decisions. Related services specialists should not be passive but emphasize a thoughtful approach to data collection that protects at-risk children who might be incorrectly labeled “learning disabled.” Here [...]

11. Reducing LD

We are five years past IDEA 2004 authorization. The ordinary expectation is that special education departments across the U. S. are using the new regulations to reduce incorrect learning disability placements. IEP teams (or eligibility groups) have been scrambling to adjust their understandings and procedures under the guidance of special education administrators. The expectation is [...]

10. Reducing LD

The eligibility group must be familiar with federal and state eligibility criteria for learning disability, including changes (IDEA 2004 regulations, Education Legacy). It must interpret changes in the discrepancy standard and the reasons for making them. The wording is nuanced: “Must not require the use of a severe discrepancy between intellectual ability and achievement for [...]