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