Guest guest Posted June 1, 2005 Report Share Posted June 1, 2005 What were your child's issues before he turned 8.5? > The Communication Impaired Program is designed for students with > communication behaviors that interfere with educational performance. These > behaviors may be due to impaired, delayed or inappropriate skills in one of > the four general areas of communication. > > Communication Impairments > > Voice - problems with pitch or quality which limit speech intelligibility > or are so inappropriate for age and gender that they call attention away > from the message. > > Fluency - problems in the rhythm or rate of speech that interfere with oral > expression (stuttering). > > Articulation - the substitution, distortion or omission of letter speech > sounds. Errors that are inappropriate for the student's age or dialect. > > Language - Problems in the comprehension or expression of meaning or > grammar. > > The links below may be helpful to parents who have questions about language > development. > > www.asha.org/hearing/disorders/causes.cfm > Three major causes of hearing loss and their affects on speech and language > development > > www.asha.org/speech/development/dev_milestones.cfm. Language Development > milestones from birth to 5 years old. > > www.asha.org/speech/development/Parent-Stim-Activities.cfm Activities to > encourage speech language development from birth to 6 years old. > > The referral process for the Communication Impaired program is initiated by > the classroom teacher. The teacher observes behaviors that seem to limit > the students ability to comprehend or express information and requests the > Speech Language Pathologist to observe. > > One or more observations are made in the classroom. Together, the speech > language pathologist and the teacher work out strategies and modifications > to improve communication within the classroom. The teacher applies these > suggestions for several weeks. The team continues to consult. If > improvement occurs, the strategies are continued. If the behavior does not > improve, strategies may be modified, or the teacher may request a formal > Child Study Committee meeting. > > The Child Study Committee reviews information and determines how to best > meet the student's needs. If it is determined that a communication > evaluation is appropriate, a meeting is arranged with the parent to review > referral information and request permission to evaluate the student. > > With parental consent, a multi-disciplinary evaluation is conducted. This > evaluation includes hearing and vision screening, teacher observations, and > speech language diagnostic assessments in the area of concern. > > Once the evaluation is complete, the team, including the parent, meets to > review results, determine eligibility and educational needs. If it is > determined that Speech Language Services are appropriate, an Individual > Educational Plan (IEP) is developed. > > In my son's case, he received an OT evaluation and ST evaluation together > with the learning consultant and school psychologist. It was recommended he > receive small 1:1 speech and OT 3x week and 2 individual sessions. He was > enrolled in a preschool learning and language disability classroom with one > teacher and 3 aides. The total class size would range from 8 to 14. The > age requirement was 3 to 5. As soon as you turned 6 you were moved out of > the class. > > He also received a 1:1 integrated session with ot/st for 40 minutes to > increase his social skills. While all this happened in public school, I > also privately supplemented with OT and ST twice a week. My insurance paid > for 60 sessions a year and denied extended year program since he was not > receiving 1:1 therapy sessions but group. I felt the private sessions were > more beneficial than the 3 hours of being at school. > > I also supplemented Coromega (omega 3) which seemed to increase his speech > production and currently is 8.5 and attends a parochial school and doing > very well. > > We just graduated from OT this year and continue the ST 2x week for written > expression and use the resource room for phonemic awareness and decoding > skills. More services would be given if he attended a public school, but I > weighted out my options and chose the parochial school due to discipline > problems in our district. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 2, 2005 Report Share Posted June 2, 2005 thanks for the clarification. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 3, 2005 Report Share Posted June 3, 2005 My son had no expressive language, but his receptive language was in tact. There were sensory issues plus motor planning issues. He was unable to play imaginary games, banged and broke everything he picked up, unable to wave, very rough with everything, biting, clenching of jaw area, crashing, lack of sleep, no babbling or cooing, grinding teeth, limited food intake, dysgraphia, eczema. Once placed on a biomedical plan, eczema disappeared, speech production increased, frustration decreased, biting stopped, imagination grew. Joanne ---------------------------------------------------- This mailbox protected from junk email by MailFrontier Desktop from MailFrontier, Inc. http://info.mailfrontier.com Re: [ ] nj code question > What were your child's issues before he turned 8.5? > Quote Link to comment Share on other sites More sharing options...
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