Making a Difference for America's Children : Speech-Language Pathologists in Public Schools / Edition 1

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To broaden the perspective of speech-language pathologists, the authors present a total education environment rather than disability-driven service delivery model. They feature trends and issues; American Speech-Language-Hearing Association surveys, guidelines, and ASHA's code of ethics; instruction for improving the communication abilities of those with speech and language disorders; eligibility guidelines and state examples for special education/related services; competencies needed by school-based professionals; and a glossary of terms and education laws. Both authors are former school speech-language pathologists. Annotation c. Book News, Inc., Portland, OR (
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Product Details

  • ISBN-13: 9781888222524
  • Publisher: Super Duper Publications
  • Publication date: 1/1/2001
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 466

Table of Contents

List of Figures and Tables ix
Foreword xi
Preface xiii
Acknowledgments xvii
Chapter 1 Speech-Language Services in the Educational System: Trends and Considerations 1
Speech-Language Services in Public Schools 3
Educational Reforms That Shaped the Profession 3
Children and Families in the Twenty-First Century 12
Predictions for the Future 19
Chapter 2 Legislative Foundation of Special Education 21
Legislative History of Special Education 23
Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) 30
Requirements of IDEA 1997 39
Including Students with Disabilities in Standards-Based Reform 46
Chapter 3 Referral and Assessment 49
Avenues to Referral 51
The Referral Process 58
Initial Assessment for Speech and Language Disabilities 59
Chapter 4 The IEP Process and Procedures 79
The IEP Meeting Process 81
Record Keeping and Documentation 111
Annual and Triennial Assessments 113
Exit or Dismissal Criteria 115
Chapter 5 Service Delivery Options 121
Concept of Service Delivery 123
An Overview of Special Education Services 123
Choosing a Service Delivery System 132
Functional Outcomes and the School-Based Speech-Language Pathologist 142
Linking Services to Consumer Satisfaction 151
Functional Communication Measures (FCMs) 152
Chapter 6 Meeting School Standards and Providing Access to the Curriculum 155
Caseloads and Service Delivery 157
Grouping Strategies 167
Consultation and Collaboration 170
Linking Services to the Curriculum 179
Literacy, Reading, and Writing 181
Serving Students in Preschool 189
Services for Secondary Students 197
Chapter 7 Expanded and Specialized Services 205
Students Who Are Culturally/Linguistically Diverse (CLD) 207
Infants and Toddlers 211
Children with Autism Spectrum Disorders (ASDs) 218
Students Who Use Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) 225
Home-Bound, Home-Schooled, Hospital-Bound, Suspended/Expelled, or Incarcerated Children and Youth 235
Chapter 8 Procedural Safeguards and Other Protections for Children in Special Education 239
Parental Notification and Involvement 241
Mediation, Due Process Hearings, and State IDEA Complaints 245
Behavior and Student Discipline 250
Working with Families 254
Federal Laws That Prohibit Disability Discrimination 264
Chapter 9 The Work World of Speech-Language Pathologists in Public Schools 269
Certification and Licensing 271
Securing a Position 274
Organizational Structures 277
Funding 278
Speech-Language Pathologist Roles and Responsibilities 285
Speech-Language Pathology Assistants (SLPAs) and Aides in Schools 290
Ethics 296
Professional Organizations 298
Teacher Unions 305
Liability and Insurance 307
Who to Ask When You Have a Question on the Job 308
Continuing Education 315
Chapter 10 A Promising Future for School-Based Speech-Language Pathologists 319
Foundations for Envisioning the Future 321
Educational Services in the Twenty-First Century 327
Our Predicted Future: Speech-Language Pathologists in Public Schools 331
Speech-Language Pathologists' Future Watch: Expanded Practice and Professionalism 336
Closing Thoughts 337
Appendixes 339
A ASHA's Preferred Practice Patterns in Assessment 341
B ASHA's Preferred Practice Patterns in Intervention 366
C Communication Profile 383
D Checklist of Eligibility Guidelines for English Language Learners' Consideration for Special Education or Related Services 388
E Eligibility Examples from Five States 389
F ASHA's Code of Ethics 395
G Competencies Needed by School-Based Speech-Language Pathologists 398
Glossary 407
References 419
Indexes 445
Author Index 447
Subject Index 455
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