Series 6000: Instruction

6164.5 Speech, Hearing and Language Services 

Speech, hearing and language services are designed to develop communication skills in students  whose speech, language or hearing deficits or disabilities are preventing them from accessing the  curriculum and participating in language-based activities. 

Speech, hearing and language services are provided along a continuum including: screenings for  primary grade students, early intervention groups, consultation with staff and families,  evaluations and individual and group therapy for students eligible under IDEA. 

Teachers or parents may refer students for a speech and language screening when concerns about  language development, sound production, fluency or voice are present. Parents will be notified  when concerns regarding their child's speech and language skills result in referral for speech and  language services. If the results of the screening indicate an area of concern, an early intervention  plan is formulated to address those needs. If the plan is unsuccessful, the student is then brought  to the Pupil Study Team to consider a speech and language evaluation. For students with  significant language disabilities, services may also include evaluations in the area of  augmentative communication, the development of alternative communication systems as well as  the provision of augmentative communication devices. 

For a student to be found eligible for special education in the area of speech and language, there  must be a significant deficit in the identified area of communication. In addition, the identified  deficit must have an adverse impact on educational performance so that the student does not  perform effectively despite the provision of general education modifications and supports. 

Those students found eligible for special education will have an IEP developed to address the  areas of deficit. Service delivery may include individual and/or group therapy that is provided in  a separate setting or classroom-based. Service may also include consultation with families and  teachers. Progress on goals and objectives will be evaluated and reported to parents each marking  period. 

Legal Reference: Connecticut General Statutes 

10-76a(9) "Related Services" 

Individual with Disabilities Education Act 20 U.S.C. § 1400-1487   IDEA Regulations 34 CFR Part 300 Section 504 Regulations 

Sec. 104.35 Evaluation and Placement 

Policy adopted: November 19, 2007 THOMASTON PUBLIC SCHOOLS  Thomaston, Connecticut