November

This article explains how school-based U.S. speech-language pathologists evaluate and determine eligibility for children with speech sound disorders. It outlines federal IDEA requirements, state and local guidance, professional recommendations, and relevant research. The authors emphasize meeting three IDEA conditions (impairment, educational impact, and need for specialized instruction) and considering cultural, linguistic, and gender diversity, providing case examples to guide practice. 

A guidance letter from OSEP clarifies that eligibility for speech-language services does not depend solely on academic performance, and must consider functional and nonacademic factors. It emphasizes that decisions about eligibility, missed sessions, and service delivery should be made by the IEP team rather than dictated by strict policies. This ensures service options can be tailored to each child’s unique needs. 

The authors clarify the distinctions between educational identification of speech-language impairment under IDEA and clinical diagnosis. They review terminology, regulations, and guidance at various levels to help speech-language pathologists navigate evaluation and eligibility in schools.