SLP in School quiz 2

Telehealth: client selection considerations

cognitive function of client, client motivation, and to interact online, physical and sensory abilities to access keyboards and other technology, connection/ access to internet, support from caregiver/ family member throughout the session

Mckinney-Vento Act - relevance for SLPs..

homeless children are twice as likely to have a learning disability compared to peers with stable housing. SLP's responsibility to collaborate with local Mckinney-Vento liaison to create IEPs, refer children who may qualify to liaison and ensure specific measures are in place to identify these children as part of the child find process.

How often is IEP reevaluated?

every 3 years (initiated by a psychologist)

Eligibility category for special ed: hard of hearing

difficulty hearing, whether permanent or fluctuating, adversely affects a student educational performance but that is not included under the definition of deafness

Eligibility category for special ed: other health impairments

having limited strength, vitality, or alertness including heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment. (i- is due to chronic or acute health problems - asthma, diabetes, ADHD)

Eligibility category for special ed: emotional behavioral disability

a condition where the student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a students educational performance: (1) inability to learn that cannot be explained by intellectual, sensory, or health factors (2) an inability to maintain satisfactory interpersonal relationships with peers and teachers (3) inappropriate types of behavior or feelings under normal circumstances (4) a general pervasive mood of unhappiness or depression

Eligibility category for special ed: intellectual disability

significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period

Eligibility category for special ed: specific learning disability

a disorder in one or more of the basic psychological proceses involved in understanding or in using langauge, spoken or written, that may manifest itself in the imperfect ability to listen, think speak, read, write, spell, or do mathematical calculations

Eligibility category for special ed: Speech language

disorder such as stuttering, impaired articulation, or voice impairment

Eligibility category for special ed: traumatic brain injury (TBI)

an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment or both

Eligibility category for special ed: blindness

an impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness

Eligibility category for special ed: orthopedic impairment

a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g. poliomyelitis, bone tuberculosis), and impairments from other causes (e.g. cerebral palsy, amputations, and fractures or burns that cause contractures)

Telehealth Considerations

follows the ASHA code of ethics, primary or supplementary services, must obtain a license in both originating and distance locations, additional requiremnts are determined by OF of education, reimbursement across state, federal, and commercial payers

Telehealth quality should...

be equivalent to in-person services (some traditional services cannot be replaced)

Telehealth licensure

need to verify roles in client and SLPs states, site of service is where the client is, providing in schools verify additional state requirements

What is the McKinney-Vento Act?

federal law ensuring children and youth who are homeless experience educational stability, children who are homeless get immediate enrollment in school, the right to attend school of their origin, and right to transportation (regardless of residency)

Mckinney-Vento Act - Who is considered homeless?

individuals who lack fixed regular, adequate, night-time, children living in cars, parks, public spaces, motels, hotels, campgrounds, share a house, couch surfing, staying with a friend or relative.

How many days must a decision to evaluate be made?

25 school days

How many days once an evaluation is conducted must a meeting be held to determine eligibility?

30 calendar days

How often is there a meeting to review IEP?

annually

Evaluation Report

documents assessment results, review of data that helps determine if a student is eligible for special ed.

determines whether or not a student has a disability that adversely affects performance in gen ed, nature and extent of student needs, evaluation, and parent determines if the student is eligible for special education

Referral form

help parents and district staff, public agencies, or other people with information about a student to request special education (special education form is not required any written request is valid); districts may follow up with verbal, email, or other written requests to complete form, may not require referrer to complete the form prior to considering a student for evaluation (25 days after receiving must decide to evaluate)

Special ed. process and timelines - STEP 1

find/ referral or request for evaluation (parents contact teacher with concerns, poor grades/ request testing)

Special ed. process and timelines - STEP 2

Determine whether or not to evaluate (within 25 school days). The psychologist reviews the child's portfolio, interviews the teacher, gives a screener

Special ed. process and timelines - STEP 3

Obtain parent consent to evaluate, psychologist/ team leader sends out report for signature

Special ed. process and timelines - STEP 4

conduct evaluation, hold a team meeting to determine eligibility (within 35 school days of receiving parent consent to evaluate)

Special ed. process and timelines - STEP 5

meet to determine IEP placement, write IEP (within 30 calendar days of eligibility determination)

Special ed. process and timelines - STEP 6

provide IEP services (SLP pushes into gen ed. class to address annual goa)

Special ed. process and timelines - STEP 7

measure and report student progress to parents (SLP takes data in sessions and writes report at same time)

Special ed. process and timelines - STEP 8

team must annually meet to review IEP (review goals and progress)

Special ed. process and timelines - STEP 9

reevaluate (been in special ed for 3 years, psychologist initiates reevaluation)

Eligibility category for special ed: deafblindness

concomitant deafness and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that a student's educational performance is adversely affected and the student can not be accommodated in special education programs solely for students for deafness or blindness

Eligibility category for special ed: developmental delay

child aged three through nine who is experiencing developmental delays that adversely affect education performance in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development and who demonstrates a delay on a standardized norm-referenced test

Eligibility category for special ed: autism

a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a student's educational performance. other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual response to sensory experiences

Eligibility category for special ed: multiple disabilities

concomitant impairments, the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments