Recommendations/Exclusions

RECOMMENDATIONS

Test results related to the understanding and use of speech and/or language indicate the student is not eligible for DIS Speech-Language services at this time.

Test results indicate a significant deficit in speech and/or language skills which interferes with communication and/or adversely affects educational performance. The IEP team shall consider this student for initial or continued enrollment in the DIS Speech-Language program. Although recommendations are offered, eligibility and services will be determined by the IEP team.

Direct services are recommended for this student using a pullout method to work on need areas individually or in a small group setting. Frequency recommendations are: 25, 50, 15-, 20-, 30-minute sessions per year. See attached proposed IEP goals.

Collaboration services are recommended for this student. In collaboration, services are provides by a certified Speech-Language Pathologist with the student present. Students are seen on a periodic basis individually or in the classroom. It may include observation of the student, working directly with the student, training the teacher or staff, assessment, class activities, and specific suggestions about the curriculum and environment. Under this model it is intended that direct intervention will be reduced as the student makes progress and the teaching staff becomes more familiar with the student-specific instructional techniques. Frequency recommendations are: 25, 50, 15-, 20-, 30-minute sessions per year. See attached proposed IEP goals.

Some or all of the following strategies are recommended to help make this student successful in his/her educational setting:

Adapt the language of instruction to meet the student’s individual needs such as elaborating (tell more than the minimum necessary) to provide redundancy and cues for understanding. Substituting words or paraphrasing phrases, clauses, or sentence transformations by using simpler, more easily understood forms also aids comprehension. Sentence length can be simplified by saying the same thing with simpler sentence forms. The number of ideas in sentences can be controlled by reducing the number of clauses in a sentence and the length of noun and verb phrases. Speaking more slowly can improve auditory processing and using stress, pauses, and intonation can help focus and highlight meaning. Enhance aspects of the language of instruction to facilitate the student’s awareness and understanding. Support often must be multi-modal for a curriculum context, topic, or theme. You can use pre-organizing (providing short outlines/organizational strategies to teach smaller bits than the whole outline of the lesson) and organizing techniques such as outlines, diagrams, tables or words webs, underlining or color coding, or illustration or pictures. Teaching approaches that use guided questioning and scaffolding also enhance understanding of the language of classroom instruction. Preferential seating to maximize the clarity of the teacher’s speech and improve signal to noise ratio. Obtain periodic feedback from the student to give both the teacher and the student the opportunity to monitor what was heard. It is better to train the student to routinely rephrase than to regularly ask if he/she understands. For students with receptive language difficulties, there is often no realization that they are missing information. Simplify tasks and outline procedures step-by-step. Information has to be learned and over learned in order to have the student carry out the task accurately and efficiently.

Parents are encouraged to pursue activities which will assist in building this student’s expressive and receptive language skills as well as assist in interacting with peers. These activities may include reading to the student, naming items that are in the environment, and expanding the student’s sentences.

EXCLUSIONS

In accordance with Educational Code 56320, the following was considered regarding the procedures and materials used during this evaluation to ensure compliance with state and federal regulations:

This evaluation was conducted by qualified persons. Test and assessment materials and procedures used for the purposes of assessment and placement of individuals with exceptional needs were selected and administered to as not to be racially, culturally, or sexually discriminatory. The student’s dominant language was considered in selecting assessment instruments. Tests have been validated for the specific purpose for which they were used. Tests and other assessment materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single, general intelligence quotient. The assessment results that have been provided accurately reflect the student’s aptitude (unless otherwise noted) and/or factors the test purports to measure and not the pupil’s impaired sensory, manual, or speaking skills.

It has been a pleasure evaluating (student’s name). If you have any questions or concerns regarding anything in this report, please contact me at (707).

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SLP35 (1/08)