Part 1: Speech Intervention Project

Case Study:

Emily

 

9-year-old who has received speech-language therapy for a while. She struggles with producing certain sounds and still has difficulties with /l/ and /r/. She is making progress and enjoying her work with the SLP.  She is encouraged to try out for the school play and is hopeful of resolving her speech problems before then. Emily's parents were recently informed that she is no longer eligible for an SLP unless the effects of her speech difficulties had a clear educational impact. Her parents cannot afford for her to see an SLP privately and she is considering not trying out for the school play.

 

After reading the case study, answer the following question.

 

1. What does the term education impact mean to you? What are some obvious and less obvious ways a communication disorder can affect a child’s educational performance?

2. Emily’s parents are considering appealing to the school to pursue her right to special education services. Do you think they will be successful in their appeal? What factors might affect the likelihood of success?

3. What is Due Process? How can this be beneficial to Emily’s parents?

4. As Emily’s Intervention Specialist, do you recommend that speech services should be discontinued?

5. How are speech sound disorders (SSD) classified? 

 Answer the following questions in a minimum of two pages.

 Reference:

Justice, L. M., & Redle, E. E. (2014). Communication sciences and disorders: A clinical evidence-based approach. Boston: Pearson Education

Part 2: Speech Intervention Project (Intervention/lesson and Interview DropBox Only)

 Instructions

Refer to the case study and questions completed for Emily in Part 1. 

 

Recap Case Study:

 

Emily

 

9-year-old who has received speech-language therapy for a while. She struggles with producing certain sounds and still has difficulties with /l/ and /r/. She is making progress and enjoying her work with the SLP.  She is encouraged to try out for the school play and hopes to resolve her speech problems before then. Emily's parents were recently informed that she is no longer eligible for an SLP unless the effects of her speech difficulties had a clear educational impact. Her parents cannot afford to see an SLP privately, and she is considering not trying out for the school play.

 

Part 2.1

As Intervention Specialists, we create specific lessons and interventions for our students to address their deficiencies. Create 3-4 interventions that will address Emily’s difficulties producing sounds with /I/ and /r/. Ensure that your interventions/lessons are clear and detailed, providing step-by-step instructions for each. (25 pts.)

Part 2.2

At your school, interview a Speech Pathologist and discuss your chosen interventions. If you are not in a school, research local facilities that offer speech services and document your interview. Suggested questions to ask for both, as well as information required, are the following:

· What interventions are provided to students with speech deficiencies like Emily?

· How are interventions documented?

· How are interventions modified to increase proficiency?

· What is the qualification of becoming a Speech Pathologist?

·  What resources are provided to families for home intervention and practice?

· Required for verification: Ensure that you provide the name of the person interviewed, the name of the school or service provider, phone number, and address.

· Write a 1-page summary of your interview.

Weeks 4/5 Activity: Developing High Quality IEPs (MO 1, 2; CO 4)

Go to the IRIS center and complete the assessment https://iris.peabody.vanderbilt.edu/module/iep01/#content

IEPs: Developing High-Quality Individualized Education Programs

 This module details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA).

IEP Writing Project Due April 30

The target of this assignment is to have teacher candidates authenticate their knowledge of the IEP writing process required for the development of appropriate Individualized Education Programs (IEP) for students with mild to moderate disabilities. will collaboratively produce an IEP that is appropriate for the imaginary student (Mikayla Baxter from the sample MFE provided in the resources below), and will explore each section of the IEP and the criteria that is required by State of Ohio. Teams will use curricular resources and evidence-based practices to demonstrate their ability to write an appropriate IEP for the special education student with mild to moderate exceptional learning needs. Sample ETR will be provided, along with Ohio IEP forms. 

See sample MFE/ETR to base IEP on below, along with grading rubric and other resources. 

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