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Welcome to Mrs. Henderson's Speech and Language Page

Mission Statement

Provide support to qualified speech and language students relevant to core curriculum instruction in the least restrictive environment.









Contact Information:

JHenderson@Framingham.K12.MA.US

508-626-9181 ext. 27347

GUIDELINES IN SPEECH-LANGUAGE PATHOLOGY

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 languagearticulation/phonologyvoice, 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.