Speech & Language
Entrance Criteria for Classification/Declassification of Speech – Language Impairment
The classification of Speech-Language Impaired denotes a student with a communication disorder which encompasses the areas of fluency, articulation, voice and language. These areas of concern must adversely affect a student’s educational performance and/or learning process.
The following exemplify areas of a speech-language delay:
- Phonological/Articulation deficits consisting of multiple articulatory/phonological errors that interfere with intelligibility and/or academic learning
- Voice disorders that moderately affect pitch, intensity and/or quality that directly impact academic learning and/or social interaction
- Fluency disorders characterized by moderate rate of repetitions, blockings, and/or prolongations that may or may not be characterized by secondary behaviors
- Language deficits that interfere with overall communication skills; including the areas of auditory processing, pragmatics, receptive language and expressive language
Speech and language testing should indicate receptive, expressive and/or auditory processing language scores of 1.5 standard deviations below the mean. Conversely, if a child does not meet the set criteria he/she may qualify if two or more subtest areas reflect a deficit of at least 1.0 standard deviation below the mean.
Despite standard scores falling within normal limits a student may be eligible for building level services. Please refer to the Building Level section for further criteria information.
Building Level Services
Eligibility for building level services will be determined by clinical/observational judgment by a speech-language pathologist in conjunction with consistent speech-language difficulties as reported by the classroom teacher. Building level services can only be provided to students after
Speech and Language Exit Criteria
- The student has met all goals on his/her Individualized Educational Plan
- The student’s disorder no longer has an adverse effect on the student’s ability to access to curriculum
- Intervention is proven to no longer results in measurable benefits
- The student is unwilling or unmotivated to participate in therapy session
- The student’s language needs can be supported through other special education services and/or within the classroom setting
Criteria for Individual Session for Classified Students
- Severe articulation disorder
- Moderate to severe Hearing Impairment
- Significant attentional, behavioral, and/or emotional issues in additional to the student’s language disorder adversely impacting ability to benefit from group session
- Students with specialized equipment (e.g. AAC/PECS program)
Duration/Frequency
- Frequency of therapy is determined by the severity of the disorder and is made on a case to case basis
- The duration of the session will be based upon the student’s building, group size and/or severity level
Compiled by:
Vanessa Nastri, M.S., CCC/SLP
Traci Casey, M.S., CCC/SLP
Lucille Anzalone, M.S., CCC/SLP
Auditory Processing Evaluations
Christine Russo Mayer
Mercy Speech and Hearing Clinic
555 Broadway
Chatterbox Speech and Language Clinic
(914) 345-2400
Solomon-Shotland
At the
Fax: 914-949-0717
914-713-3065
Outside Speech and Language Facilities
Lehman College
Phone: (718) 960-8017
http://www.lehman.edu/
Mercy College
Phone: (914) 674-7505
https://www.mercy.edu/
Iona College
Phone: (914) 633-2168
http://www.iona.edu/
College of New Rochelle
Phone: (914) 654-5000
http://www.cnr.edu/.
John’s University
Phone: (718) 990-6450
http://www.stjohns.edu/