Transcript Document
Review of Criteria for the EAP Disability Category of Speech-Language Impairment (SLI)
2009
Key Issues
• Terminology • Definition • Criteria • Forms Education Adjustment Program
Terminology
• Many options considered for the name of the category • Outcome: no change • Speech-Language Impairment retained as name of the disability category Education Adjustment Program
Definition of SLI (until 26 June 2009)
• A speech-language impairment involves the neurological, cognitive and/or physical structures and functions specific to speech language processing. • The impairment relates to a student’s capacity in speech/language comprehension and/or production that significantly impacts on the student’s educational progress compared with their age cohort.
Education Adjustment Program
Definition of SLI (from 29 June 2009)
Speech-Language Impairment is a Department of Education and Training category for identifying students requiring significant education adjustments as a result of having a severe ongoing primary spoken communication disorder. Education Adjustment Program
Existing Criteria (until 26 June 2009)
Criterion 1
Evidence of an ongoing history of a poor performance in speech and/or language.
Criterion 2
Descriptive evidence and analysis of the student’s speech and language demonstrate a significant reduction of the student’s performance in learning, communication and/or interacting socially. This includes documentation of the range of educational interventions provided and outcomes achieved.
Criterion 3
Scores obtained from standardised individually administered assessment measures of expressive and/or receptive language development are at least 2 standard deviations below the mean. Where standardised assessments are inappropriate, reliance will be placed on the descriptive evidence and analysis as outlined in Criterion 2.
Criterion 4
The student’s educational functioning cannot be accounted for by:
Cognitive ability, Socio-cultural factors, Hearing Impairment, Autism Spectrum Disorder, Social/emotional factors, Intellectual Impairment Physical Impairment, Vision Impairment
Education Adjustment Program
Revised Criteria (from 29 June 2009)
Criterion 1 Criterion 2 Impairment + Activity limitations/ participation restrictions = Disability
Education Adjustment Program
Revised Criteria (from 29 June 2009)
•
Criterion 1:
There is a severe ongoing primary spoken communication disorder.
(This encompasses understanding and using spoken communication.)
•
Criterion 2:
The identified severe ongoing primary spoken communication disorder results in activity limitations and participation restrictions for the student at school requiring significant education adjustments.
Education Adjustment Program
Criterion 1
i.
Ongoing history of poor performance in spoken communication ii. Scores on current assessments at least 2 standard deviations below the mean iii. Descriptive evidence and analysis iv. Response to appropriately targeted intervention in speech and language Education Adjustment Program
Criterion 1
v.
Spoken communication disorder is distinguished from disorders that are attributable to: • • • • • • • • Intellectual Impairment Hearing Impairment Physical Impairment Vision Impairment Autism Spectrum Disorder Current cognitive functioning Social-emotional factors Socio-cultural factors Education Adjustment Program
Criterion 2
• Descriptive evidence of how the identified severe, ongoing, primary spoken communication disorder results in activity limitations and participation restrictions requiring significant education adjustments.
Education Adjustment Program
Verification Form
•
PART A:
Student Details •
PART B:
Evidence Supporting Verification – Speech-Language Pathologist Proposal & School Team Statement – Evidence for Criterion 1(impairment) • similar to previous form – Evidence for Criterion 2 (activity limitations and participation restrictions) • common form – Profession-Specific Quality Assurance and Decision Making •
PART C:
Principal Request Education Adjustment Program
Form: Evidence Supporting Verification
PART B:
• Speech-Language Pathologist Proposal & School Team Statement • Evidence for Criterion 1(impairment) – similar to previous form • Evidence for Criterion 2 (activity limitations and participation restrictions) – common form • Profession-Specific Quality Assurance and Decision Making Education Adjustment Program
Quality Assurance
• Profession-Specific Quality Assurance and Decision Making section of form • Must be completed for ALL verification requests: – Initial verifications – Review – Removal – Change of category Education Adjustment Program
Review of Verification
• Most students identified in the disability category of SLI will require review of verification throughout their years of schooling • School follows same steps as the initial verification using current information for the student Education Adjustment Program
Removal and Changing from Category
• School follows same steps as the initial verification using current information for the student • Use the same verification form • Include all data in Criteria 1 and 2 relevant to the decision • Include any relevant attachments Education Adjustment Program
Further Information
EAP Website
http://education.qld.gov.au/students/disabilities/adjustment/
Gateway to Educational Adjustments and Programming
http://elearn.eq.edu.au/webapps/portal/frameset.jsp
Gateway Registration Information http://education.qld.gov.au/lpas/public/community/ViewCommunity.aspx?CommunityId=2862 Education Adjustment Program