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Qualifying definition for Speech/Language Impairment for Special Education in PA:

Speech and Language Impairment means “impairments of language, voice, fluency, or articulation that are not due to sensory impairment or developmental delay, but which are present to such a degree that academic achievement is affected and the condition is significantly disabling to the affected person. Determination of speech and language impairment shall include the report of a speech clinician specifying the nature and degree of such an impairment."

Four Major Areas where Impairments Occur:

Articulation
- speech impairments where the child produces speech sounds incorrectly (i.e., difficulty producing certain sounds, such as /w/ for /r/ sounds)
Language
- language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say
  - Difficulty could be in the area of receptive language, or understanding
  - Difficulty could be in the area of expressive language, or expression of thoughts/ideas
Fluency
- speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns
Voice
- speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness.

Wilson School District Articulation therapy eligibility criteria

Students are considered for intervention if communication in the school setting is affected by the following errors at the stated ages:

age 5: unintelligible speech, vowel distortions, /p,b,m,h,n,k,g,t,d,f,y/, blends and lateral distortions
age 6: /l/ and /l/ clusters, /v/
age 6.5: 'sh', 'ch', 'j', prevocalic /r/, and /r/ clusters
age 7.5: 'th'
age 8: /s,z/ and vocalic /r/

**clinical judgement and teacher/parent input may necessitate modification of these guidelines

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