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Special Ed 101
Can a Speech Impediment get you an IEP?
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<blockquote data-quote="Martie" data-source="post: 88777" data-attributes="member: 284"><p>I HATE to amend Sheila who is almost always right....</p><p></p><p>However, the S/L lobby was very afraid in the 1970s that if a full evaluation were needed to get speech and language services, then they would be "made obsolete" because most speech ONLY issues (as opposed to Central Auditory Processing Disorder (CAPD) issues) go away with or without therapy in NON neurologically involved children.</p><p></p><p>SOOO...Speech is the <strong>only service that is a primary as well as a related service.</strong> What this means in effect, is that <em>the evaluation for speech services can be limited to S/L issues only</em>, if no other disabilities are suspected, and there is a much lower standard for "negative educational impact," because it is assumed that it is undesirable to lisp or have systematic sound substitutions (articulation problems) beyond preschool or KDG. They seem to KNOW that speech anomalies have a negative educational and social impact if children continue to have them into middle childhood.</p><p></p><p>I have ended up writing about easy child twice recently on the topic of her early S/L problems: She received an abbreviated evaluation from the SD and received preschool <strong>S/L services only</strong> from the SD. I refused any other services/evaluations from the SD because I had her evaluated continuously at Northwestern University S/L Clinic. The SD did not resist serving her despite no evidence of any Learning Disability (LD) or EBD problems (she read at 5 but was not hyperlexic) and actually did have a Central Auditory Processing Disorder (CAPD)--but I let the SD work on her articulation (which was poor at 3) because they had no idea what to do about Central Auditory Processing Disorder (CAPD)---sad but common. Perhaps things have improved in the last 20 years in regard to schools working with Central Auditory Processing Disorder (CAPD).</p><p></p><p>Anyway, your above average child should qualify for S/L based on the evaluation of that area alone. If you suspect an Learning Disability (LD) based on the scatter (which is statistically significant,) then a <strong>FULL</strong> evaluation would be required for services. However, I would look for problems with performance not test scores as a basis for making such a request. I use test scores to bolster a claim of Learning Disability (LD) when there is a performance problem--but especially with no scatter on the WPPSI, I would not trust a test score alone to make the case right now.</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 88777, member: 284"] I HATE to amend Sheila who is almost always right.... However, the S/L lobby was very afraid in the 1970s that if a full evaluation were needed to get speech and language services, then they would be "made obsolete" because most speech ONLY issues (as opposed to Central Auditory Processing Disorder (CAPD) issues) go away with or without therapy in NON neurologically involved children. SOOO...Speech is the [b]only service that is a primary as well as a related service.[/b] What this means in effect, is that [i]the evaluation for speech services can be limited to S/L issues only[/i], if no other disabilities are suspected, and there is a much lower standard for "negative educational impact," because it is assumed that it is undesirable to lisp or have systematic sound substitutions (articulation problems) beyond preschool or KDG. They seem to KNOW that speech anomalies have a negative educational and social impact if children continue to have them into middle childhood. I have ended up writing about easy child twice recently on the topic of her early S/L problems: She received an abbreviated evaluation from the SD and received preschool [b]S/L services only[/b] from the SD. I refused any other services/evaluations from the SD because I had her evaluated continuously at Northwestern University S/L Clinic. The SD did not resist serving her despite no evidence of any Learning Disability (LD) or EBD problems (she read at 5 but was not hyperlexic) and actually did have a Central Auditory Processing Disorder (CAPD)--but I let the SD work on her articulation (which was poor at 3) because they had no idea what to do about Central Auditory Processing Disorder (CAPD)---sad but common. Perhaps things have improved in the last 20 years in regard to schools working with Central Auditory Processing Disorder (CAPD). Anyway, your above average child should qualify for S/L based on the evaluation of that area alone. If you suspect an Learning Disability (LD) based on the scatter (which is statistically significant,) then a [b]FULL[/b] evaluation would be required for services. However, I would look for problems with performance not test scores as a basis for making such a request. I use test scores to bolster a claim of Learning Disability (LD) when there is a performance problem--but especially with no scatter on the WPPSI, I would not trust a test score alone to make the case right now. Martie [/QUOTE]
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