ACVS provides both Language and Speech services as a related and/or special education service. This means that a student may only require speech and language services rather than speech and/or language services and special education services.
A language impairment exists when there is a disorder or delay in the development of comprehension and/or the uses of spoken or written language and/or other symbol systems. A speech impairment includes articulation/phonology disorders, voice disorders, or fluency disorders that adversely impact a child’s educational performance.
A language impairment may involve any one or a combination of the following:
1. the form of language (morphological and syntactic systems);
2. the content of language (semantic systems); and/or
3. the function of language in communication (pragmatic systems).
A speech impairment may involve any one or a combination of the following:
1. Articulation/Phonology Disorder (Articulation is the ability to speak distinctly and connectedly. Phonology is the process used in our language that has common elements (sound patterns) that affect different sounds. )
2. Fluency Disorder (A fluency disorder consists of stoppages in the flow of speech that is abnormally frequent and/or abnormally long. The stoppages usually take the form of repetitions of sounds, syllables, or single syllable words; prolongations of sounds; or blockages of airflow and/or voicing in speech.)
3. Voice Disorder (Voice disorders are the absence or abnormal production of voice quality, pitch, intensity, or resonance. Voice disorders may be the result of a functional or an organic condition. A student who has a suspected laryngeal-based voice disorder and has not been evaluated by an ear, nose, and throat physician (ENT) (otorhinolaryngologist) may not receive voice therapy services from a speech-language pathologist.)
A speech and/or language disorder does not exist when language differences are due to non-standard English or regional dialect or when the evaluator cannot rule out environmental, cultural, or economic disadvantage as primary factors causing the impairment.
At ACVS an evaluation team will determine that a student is eligible for special education and related services as a student who has a speech or language impairment when an evaluation that meets the procedures and specifications outlined within the Idaho Special Education Manual has been conducted.
In order to qualify for speech services within a school the student’s disability must adversely affect their educational performance. More information about speech and language therapy can be found within the Idaho Special Education Manual, which ACVS fully adheres to.
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