Special Education Law, Roles, and Responsibilities of School-Based SLPs

Question 1

14 disability categories recognized by IDEA

Answer 1

1. autism
2. deaf-blindness
3. deafness
4. developmental delay
5. emotional disturbance
6. hearing impairment
7. intellectual disability
8. multiple disabilities
9. orthopedic impairment
10. other health impaired
11. other health impaired
12. speech or language impairment
13. traumatic brain injury
14. visual impairment, including blindness

Question 2

IEP team

Answer 2

• parent/s
• 1 regular ed teacher
• 1 special ed teacher/provider
• i representative of the LEA
• student

Question 3

SLP’s role on the IEP team

Answer 3

1. member of the team
2. case manager

Question 4

SLP’s role on the IEP team: member of the team

Answer 4

assisting in selecting, planning, coordinating services

Question 5

SLP’s role on the IEP team: case manager

Answer 5

• scheduling assessments
• lead in development of IEP
• schedule re-evaluation
• facilitate development of transition plan

Question 6

service delivery options in the schools

Answer 6

• monitor
• collaborative consultation
• classroom-based
• pullout
• self-contained program
• community-based
• combination

Question 7

monitor

Answer 7

• the SLP sees the student for a specified amount of time per grading period to monitor or “check” on the student’s speech and language skills
• often this model immediately precedes dismissal

Question 8

collaborative consultation

Answer 8

• the SLP, regular, and/or special education teachers, and parents/families work together to facilitate a student’s communication and learning in educational environments
• this is an indirect model in which the SLP does not provide direct services to the student

Question 9

classroom-based

Answer 9

• this model is also known as integrated services, curriculum-based, transdisciplinary, interdisciplinary, or inclusive programming
• there is an emphasis on the SLP providing direct services to students within the classroom and other natural environments
• team teaching by the SLP and the regular and/or special education teacher is frequent with this model

Question 10

pullout

Answer 10

• services are proved to students individually and/or in small groups within the speech-language resource room setting
• some SLPs may prefer to provide individual or small group services within the physical space of the classroom

Question 11

self-contained program

Answer 11

the SLP is the classroom teacher responsible both academic/curriculum instruction and speech-language remediation

Question 12

community-based

Answer 12

• communication services are provided to students within the home or community setting
• goals and objectives focus primarily on functional communication skills

Question 13

combination

Answer 13

• the SLP provides 2 or more service delivery options
• provides individual or small group treatment on a pullout basis twice a week to develop skills or preteach concepts and also works with the student within the classroom

Question 14

responsive to intervention (RTI): tier I

Answer 14

high quality, scientifically research-based classroom instruction for all students in general education, with ongoing, curriculum-based assessment and continuous progress monitoring

Question 15

responsive to intervention (RTI): tier II

Answer 15

students who lag behind peers receive small groups, more specialized instruction to prevent failure within general education

Question 16

responsive to intervention (RTI): tier III

Answer 16

• for students who continue to struggle after provision of intensified, small group instruction in tier II, individualized instruction may be provided
• if adequate progress is not made, comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education and related services