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1342.12 Companion
July 12, 2017
Page 57
Speech-Language Impairment Eligibility Guide
“Speech-Language Impairment” means a communication disorder such as stuttering; impaired
articulation; limited, impaired or delayed capacity to use expressive and/or receptive language; or a
voice impairment that adversely affects a student’s educational analysis.
Required Assessments
Observation; review of existing school educational and health records; Formal and informal assessment
of language including an analysis of receptive and expressive semantics, morphology/syntax, pragmatics,
phonology, articulation, fluency; and/or voice; educational impact statement. For voice evaluation, a
medical evaluation is required.
The CSC must gather the necessary information to meet the eligibility criteria.
Recommended Assessments to assist the CSC to meet eligibility criteria
Formal and/or informal measures of academic achievement supported by teacher reports, group
achievement test scores, report cards. After review of all records, the CSC determines if there is a need
to obtain additional assessments (e.g. medical, developmental history, cognitive).
Criteria
There is documentation of a significant discrepancy or difference from typical communication skills in
one of the areas below (check all that apply):
Fluency
o
3 or more dysfluencies per minute or greater than 10% dysfluencies in a language
sample of 100 words
Receptive, expressive and/or pragmatic language
At or below the 10th percentile or a standard score of 80
Articulation/phonology
A standard score of 80 (+/- SEM) or 8 to10th percentile on a test articulation/phonology; or
using developmental charts student exhibits:
o
6 or more phoneme errors (child under 8 yrs)
o
1 or more phoneme errors (child 8 yrs or older) or
o
an error rate of 25% or greater for age-appropriate phonemes in a conversation sample
of at least 100 words
Voice
Presence of a voice disorder of pitch, intensity, resonance, duration and/or quality which is
inappropriate for chronological age or gender
The CSC will list and/or describe.
AND
The student does not demonstrate Limited English Proficiency and/or is not a speaker of a
sociocultural dialect that is the primary reason for the speech-language impairment.
AND
Due to the identified Speech-Language Impairment, the student is educationally impacted and
requires specially designed instruction. The CSC will list and/or describe.