| Speech or Language Impairment Criteria |  | MN Rule 3525.1343
Eligibility Criteria
Fluency disorder criteria
A pupil has a fluency disorder and is eligible for speech or language special education when:.
A. the pattern interferes with communication as determined by an educational speech language pathologist and either another adult or the pupil; and
B. dysfluent behaviors occur during at least five percent of the words spoken on two or more speech samples.
Voice disorder criteria
A pupil has a voice disorder and is eligible for speech or language special education when:
A. the pattern interferes with communication as determined by an educational speech language pathologist and either another adult or the pupil; and
B. achievement of a moderate to severe vocal severity rating is demonstrated on a voice evaluation profile administered on two separate occasions, two weeks apart, at different times of the day.
Articulation disorder criteria
A pupil has an articulation disorder and is eligible for speech or language special education when the pupil meets the criteria in subitem A and either subitems B or C:
A. the pattern interferes with communication as determined by an educational speech language pathologist and either another adult or the child; and
B. test performance falls 2.0 standard deviations below the mean on a technically adequate, norm-referenced articulation test; or
C. a pupil is nine years of age or older and a sound is consistently in error as documented by two three-minute conversational speech samples.
Language disorder criteria
A pupil has a language disorder and is eligible for speech or language special education services when:
A. the pattern interferes with communication as determined by an educational speech language pathologist and either another adult or the child; and
B. an analysis of a language sample or documented observation of communicative interaction indicates the pupil’s language behavior falls below or is different from what would be expected given consideration to chronological age, developmental level, or cognitive level; and
C. the pupil scores 2.0 standard deviations below the mean on at least two technically adequate, norm-referenced language tests if available; or
D. if technically adequate, norm-referenced language tests are not available to provide evidence of a deficit of 2.0 standard deviations below the mean in the area of language, two documented measurement procedures indicate a substantial difference from what would be expected given consideration to chronological age, developmental level, or cognitive level. The documented procedures may include additional language samples, criterion-referenced instruments, observations in natural environments, and parent reports.
Contact:
Mary Garrison 293-8923 ext. 116 Mary.Garrison@spps.org
|
|
