The Preassessment Process for English Learners With Potential Language Impairment

2022 ◽  
pp. 321-338
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

The Preassessment Process for English Learners With Potential Language Impairment

2020 ◽  
pp. 1-18
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Language Impairment ◽  
English Learners ◽  
First Grade ◽  
Immigrant Family ◽  
Education Evaluation ◽  
The Public ◽  
True Story ◽  
Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

scholarly journals The Time Has Come for Speech-Language Pathology License Portability!

2011 ◽  
Vol 3 (2) ◽  
pp. 27-30
Author(s):  
Melissa Jakubowitz
Keyword(s):  
Public Schools ◽  
Private Practice ◽  
Language Disorders ◽  
Vice President ◽  
Speech Language Pathology ◽  
Past President ◽  
The Public ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Managerial Experience

This Letter to the Editor on the topic of speech-language pathology license portability for telepractice, was authored by Melissa Jakubowitz M.A. CCC-SLP, Vice President of SLP Services at PresenceLearning. A speech-language pathologist with over 20 years of clinical and managerial experience, Ms. Jakubowitz is a Board Recognized Specialist in Child Language. Ms. Jakubowitz began her career working in the public schools and has also operated a successful, multi-office private practice.  She is a past Director of the Scottish Rite Institute for Childhood Language Disorders in Stockton, CA. Jakubowitz is also a past-president of the California Speech-Language-Hearing Association, which, with over 5,000 SLP members, is one of the largest speech-language pathologist state associations in the country. Active in the American Speech-Language-Hearing Association (ASHA), Ms. Jakubowitz served as a Legislative Counselor for 12 years.

Legal, Ethical, and Financial Aspects of Providing Services to Children With Swallowing Disorders in the Public Schools

2000 ◽  
Vol 31 (1) ◽  
pp. 56-61 ◽  
Author(s):  
Thomas J. O'Toole
Keyword(s):  
Risk Management ◽  
Public Schools ◽  
Service Provision ◽  
Swallowing Disorders ◽  
Legal Requirements ◽  
The Public ◽  
Speech Language Pathologist ◽  
Provision Of Services ◽  
Definition Of ◽  
Management Issues

The public schools must follow laws that deal with services for children who meet the legal requirements for having a disability. Children who have swallowing disorders that require the services of a speech-language pathologist typically meet the definition of a child with a disability. This article addresses the importance of the speech-language pathologist being aware of legal requirements for the provision of services as well as liability, ethical, and risk management issues related to the provision of such services. Financial considerations relating to service provision are also described.

Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools

2015 ◽  
Vol 58 (4) ◽  
pp. 1167-1181 ◽  
Author(s):  
Sherine R. Tambyraja ◽  
Mary Beth Schmitt ◽  
Kelly Farquharson ◽  
Laura M. Justice
Keyword(s):  
Public Schools ◽  
Language Impairment ◽  
Language And Literacy ◽  
The Public ◽  
Literacy Profiles

Mental Testing and Tracking for the Social Adjustment of an Urban Underclass, 1920-1930

1986 ◽  
Vol 168 (2) ◽  
pp. 9-30 ◽  
Author(s):  
William B. Thomas
Keyword(s):  
New York ◽  
Special Education ◽  
Public Schools ◽  
Social Control ◽  
Interest Groups ◽  
Social Adjustment ◽  
Black Children ◽  
The Public ◽  
The Social ◽  
Mental Testing

This essay examines the mechanisms used by the public school for socially adjusting an underclass of Italian, Polish, and southern black children who immigrated to Buffalo, New York, in the 1920s. It describes in some detail the activities and goals associated with the institutionalization of mental testing and tracking programs in those public schools serving these young members of an underclass. This essay suggests that as a tool of social control, testing and tracking into special education classes may have discriminated against the unassimilated newcomers who teachers and administrators feared were destined for a life of crime. Finally, the essay illustrates the reactions of interest groups to the school's tracking program, in order to show that members of and advocates for this underclass did not all passively accept the school's treatment of these pupils.

Employment of the Mentally Retarded

1967 ◽  
Vol 34 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Conwell G. Strickland ◽  
Vernon M. Arrell
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Vocational Rehabilitation ◽  
Mentally Retarded ◽  
Female Students ◽  
Male And Female ◽  
The Public ◽  
Cooperative Program ◽  
State Office ◽  
The Difference

A survey was made of the records in the state office of the Division of Vocational Rehabilitation to determine the extent to which educable retarded youth found employment on jobs for which they were trained in the Texas statewide Cooperative Program of Special Education in the public schools. Records for a 26 month period provided the data. A total of 1127 (787 male and 341 female) out of 1405 (977 male and 428 female), or 80.2 percent, secured employment on a job for which they were trained. The difference between male and female students was less than 1 percentage point.

General Education Teachers' Contribution to the Identification of Children With Language Disorders

2020 ◽  
Vol 5 (4) ◽  
pp. 770-777 ◽  
Author(s):  
Tyler T. Christopulos ◽  
Jacob Kean
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Positive Predictive Value ◽  
General Education ◽  
Language Impairment ◽  
Predictive Value ◽  
Language Disorders ◽  
Teaching Experience ◽  
General Education Teachers ◽  
Primary Role

Purpose The estimated prevalence of language disorders in early elementary school-age children is 7%–12%. Despite its prevalence, only 18% of children are identified and receive treatment. Children with language disorders who go unidentified and, consequently, untreated upon entry to kindergarten are at a cumulative risk for academic and social difficulties during their formative and later school years. Since there is no policy supporting universal screening for language impairment identification in public schools, vulnerabilities may exist in referral-based systems for language impairment identification. The primary purpose of this study was to examine the positive predictive value of general education teachers for language impairment identification. Method A record review of special education referrals across four elementary schools was conducted. A total of 177 referrals across all disabilities were examined. Forty-four of those language-based referrals became the focus of this study. Results Results showed, of the 44 referred for language impairment, general education teachers were the least correct of referral sources, with a positive predictive value of .35. Variables of teacher age, sex, years of teaching experience, and years of education did not predict general education teachers' ability to identify children with language impairment. The identification rate across the four schools was 1.38%. Conclusions General education teachers were responsible for nearly half of the referrals made to special education but demonstrated the most difficulty in correctly identifying children with language impairment. As a result, identification rates were considerably lower than prevalence expectations. This is of particular concern as teachers play a primary role in the identification of this population under a referral-based format.

How Do I Work With the Reading Teacher Without Becoming One?

2009 ◽  
Vol 10 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Susan E. Angel ◽  
Yolonda G. Butler ◽  
Deborah L. Cichra ◽  
Cheriee C. Moore ◽  
Judith Simonet
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Public Schools ◽  
Orange County ◽  
Speech Language Pathologists ◽  
Language Program ◽  
Language Impaired ◽  
Speech Language Pathologist ◽  
Orange County Public Schools ◽  
Reading Teacher

Abstract The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, “How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?” This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

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