Provide support to qualified speech and language students relevant to core curriculum instruction in the least restrictive environment.
508-626-9181 ext. 27347
Definition/Eligibility Standards for Speech-Language Impairment
1. Definition: "Speech-Language Impairment" means a communication disorder, such as stuttering, impaired articulation/phonology, a language impairment, social pragmatic impairment, or voice impairment that adversely affects a child's educational performance.
2. Eligibility Standards: Speech-Language Impairment shall be determined through the demonstration of impairments in the areas of language, articulation/phonology, voice, and fluency.
- Language Impairment - A significant deficiency which is not consistent with the student's chronological age in one or more of the following areas: (a) a deficiency in receptive language skills to gain information; (b) a deficiency in expressive language skills to communicate information; (c) a deficiency in processing (auditory perception) skill to organize information.
- Articulation Impairment - A significant deficiency in ability to produce sounds in conversational speech which is not consistent with chronological age.
- Voice Impairment - A significant deficiency in pitch, intensity, or quality resulting from pathological conditions or inappropriate use of the vocal mechanism.
- Fluency Impairment - Abnormal interruption in the flow of speech by repetitions or prolongations of a sound, syllable, or by avoidance and struggle behaviors.
- Pragmatic Impairment- Special challenges with the semantic aspect of language (meaning of what is being said) and the pragmatics of language ( using language appropriately in social situations).
The characteristics as defined above are present and cause an adverse effect on educational performance in the general education classroom or learning environment.
Speech-language deficiencies identified cannot be attributed to characteristics of second language acquisition and/or dialectal differences.