Speech-Language Therapy: Dismissal
Framework (What’s Required):
In Texas, speech-language therapy is considered an instructional service. This means it can be a stand-alone service as well as a support in order to receive benefit from other special education services. However, in considering the delivery of speech services, all the same factors associated with the individual determination of related services, such as frequency, location and duration of services, must be considered. A child may be determined to be a child with speech or language impairment if;
- The child has a communication disorder such as, stuttering, impaired articulation, a language impairment, or a voice impairment; ( CFR 34 300.8(c)(11)and
- The speech or language impairment adversely affects the child's educational performance; 19 TAC1040(c)(10)and
- By reason of the speech or language impairment, the child needs special education and/or related services (20 USC1401(3)(A)).
Speech-Language Evaluator and Service Provider
Methods (What We Do):
The Speech-Language Pathologist must use sound professional judgment and competency, in addition to evaluation data, in recommending that services are no longer warranted. The following factors must be considered:
Evaluation Data- Does evaluation data indicate that the student no longer qualifies for services according to HISD’s eligibility guidelines? (see above three bullet points “What is Required”)
Duration of Services- How long has the student been receiving speech therapy services?
Capacity of student for change- Is the student receiving meaningful benefit from services? What is the Speech-Language Pathologist’s reasonable statement of prognosis? Does the student’s primary disability limit their ability to benefit from the specialized services of the SLP?
The following are situations in which a student who continues to have a speech impairment may be dismissed from speech therapy:
- Progress is no longer made towards goals,
- Lack of motivation and interest prevents them from benefiting from the specialized services.
- The primary disability limits their ability to benefit from the specialized services of the SLP.
Determination of dismissal is made by the ARD/IEP committee during an ARD/IEP meeting.
Guiding Questions when considering dismissal of speech therapy services for a student who continues to have a speech impairment
- Has the student received over six consecutive years of IEP Speech Services provided by a Speech-Language Pathologist?
- Does the student have a primary disability other than Speech Impaired only?
- Do current data suggest the student has not met IEP goals and objectives?
- Is there evidence the Speech Therapist has altered the approach/method in order to meet IEP goals and objectives?
- Does the significance of the student’s primary disability indicate individual educational planning should include generalization of communication skills?
- Adaptive behavior assessment indicates high need of support in areas other than communication and continued need for generalization of communication skills in functional environments.
- Psychological evaluation profile indicates high need of support in areas other than communication and continued need for generalization of communication skills in functional environments?
- Cognitive profile suggests high need of support in areas other than communication and continued need for generalization of communication skills in functional environments?