FLORIDA DEPARTMENT OF EDUCATION
DPS: 2010 - 171
Dr. Eric J. Smith
Date: November 30, 2010
Commissioner of Education
Technical Assistance Paper
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Exceptional Student Education Eligibility for Students with
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Speech Impairments
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Summary
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The purpose of this technical assistance paper (TAP) is to provide technical assistance regarding the
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recent approval of State Board of Education Rule 6A-6.03012, Florida Administrative Code,
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Exceptional Student Education Eligibility for Students with Speech Impairments and Qualifications
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and Responsibilities for the Speech-Language Pathologists Providing Speech Services
, effective
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July 1, 2010. Formerly known as
Special Programs for Students Who Are Speech and Language
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Impaired
, this rule revision includes changes in the definitions, reference to updated general education
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intervention procedures and activities, evaluation requirements, eligibility criteria, and speech services.
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Contact
: Shannon Hall-Mills
Program Specialist
(850) 245-0478
Shannon.Hall-Mills@fldoe.org
Status
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X
New Technical Assistance Paper
Issued by the
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Florida Department of Education
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Division of Public Schools
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Bureau of Exceptional Education and Student Services
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http://www.fldoe.org/ese
DR. FRANCES HAITHCOCK
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CHANCELLOR OF PUBLIC SCHOOLS
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325 W. GAINES STREET • SUITE 1502 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
Table of Contents
A.
Introduction and General Information ..............................................................................1
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A-1.
What is the purpose of this technical assistance paper (TAP)? ......................................1
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A-2.
What are the major changes that have resulted from the rule revision process? ............1
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A-3.
What is a speech impairment?.........................................................................................1
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A-4.
What is a speech sound disorder (SSD)? ........................................................................2
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A-5.
What is a fluency disorder?.............................................................................................3
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A-6.
What is a voice disorder? ................................................................................................3
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B.
Evaluation .............................................................................................................................4
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B-1.
What procedures and activities are required for children in prekindergarten? ...............4
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B-2.
What general education intervention procedures and activities for students in
kindergarten through grade twelve are required?............................................................4
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B-3.
What is a “comprehensive” evaluation? .........................................................................4
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B-4.
What are the minimum requirements for student evaluations for speech sound
disorders, fluency, and voice?.........................................................................................5
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B-5.
What is an oral mechanism examination? .......................................................................5
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B-6.
What is a phonetic versus a phonemic inventory? ..........................................................6
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B-7. What normative articulation and/or phonological data should be used? ........................6
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B-8.
Why are different numbers of observations required for SSD and voice versus
fluency evaluations?........................................................................................................7
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B-9.
Why is a medical evaluation required as a component of a voice evaluation? ...............7
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B-10. Will districts be required to pay for the medical evaluation as a component of a
voice evaluation?.............................................................................................................8
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B-11. Who may provide the report of a medical examination of laryngeal structure
and function for students suspected of having a voice disorder?....................................8
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B-12. Why is a speech sample of a minimum of 300–500 words required for a
fluency evaluation? .........................................................................................................8
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B-13. Why is a speech sample required for a fluency evaluation but not required for
an evaluation for speech sound disorders? ......................................................................9
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B-14. Are certain tests recommended or required for evaluation of speech sound
production, fluency, or voice?.........................................................................................9
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B-15. What consideration must be given to private, outside, and/or medical
evaluations of speech functioning? ...............................................................................10
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B-16. How does the team determine that the student’s speech difficulties are not
primarily due to one or more of the following factors: age, gender, culture,
ethnicity, or limited English proficiency, as specified in
Rule 6A-6.03012(1)(a-c), (6), F.A.C.? .........................................................................10
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B-17. Who can conduct and interpret speech evaluations?.....................................................11
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B-18. What are some examples of how information may be gathered from the child’s
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parent(s) or guardian(s) or others? ................................................................................12
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B-19. For students who are not yet enrolled in school or are in an alternate setting,
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what is meant by “typical learning environment” and “environment or situation
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appropriate for a student of that chronological age”? ...................................................12
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B-20. Are there specific criteria for dismissal? .......................................................................12
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C.
Criteria for Eligibility ........................................................................................................13
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C-1. How is eligibility determined?......................................................................................13
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C-2.
What are the eligibility criteria for speech impairment?...............................................13
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C-3.
How is the severity and significance of the speech impairment determined? ..............14
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C-4.
Is a medical prescription for speech therapy sufficient to determine eligibility? .........14
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D.
Speech Services...................................................................................................................15
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D-1.
What is the difference between speech services as special education versus as a
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related service for an otherwise eligible student with a disability, as referred to
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in section (7)(b) of the rule? ..........................................................................................15
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D-2.
What is a speech/language associate? ...........................................................................16
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References.....................................................................................................................................17
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Appendix: Rule 6A-6.03012, Florida Administrative Code .....................................................18
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ii
A.
Introduction and General Information
A-1. What is the purpose of this technical assistance paper (TAP)?
The State Board of Education (SBE) Rule 6A.6.03012, Florida Administrative Code
(F.A.C.), formerly known as
Special Programs for Students Who Are Speech and
Language Impaired,
was revised effective July 1, 2010. The revision resulted in two
rules—one reflecting the requirements related to speech impairments (revised Rule 6A-
6.03012, F.A.C.,
Exceptional Student Education Eligibility for Students with Speech
Impairments and Qualifications and Responsibilities for the Speech-Language
Pathologists Providing Speech Services
) and the other reflecting the requirements related
to language impairments (new Rule 6A-6.030121, F.A.C.,
Exceptional Student Education
Eligibility for Students with Language Impairments and Qualifications and
Responsibilities for the Speech-Language Pathologists Providing Language Services
)
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This TAP outlines the major changes and requirements as specified in the rule regarding
speech impairments and provides further clarification of key topics to aid school districts
in rule implementation.
A-2. What are the major changes that have resulted from the rule revision process?
The major changes that have resulted from the rule revision include:
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The rule title is changed from
Special Programs for Students Who Are Speech and
Language Impaired
to
Exceptional Student Education Eligibility for Students with
Speech Impairments and Qualifications and Responsibilities for the Speech-Language
Pathologists Providing Speech Services
.
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Rule text regarding language impairments has been revised and included in
Rule 6A-6.030121, F.A.C.,
Exceptional Student Education Eligibility for Students
with Language Impairments and Qualifications and Responsibilities for the Speech-
Language Pathologists Providing Language Services
, effective July 1, 2010.
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Minimum evaluation components for speech sound, fluency, and voice evaluations
are provided.
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Eligibility criteria for speech sound disorders (including articulation and phonological
impairments), fluency, and voice disorders for students in prekindergarten through
grade twelve are updated.
A-3. What is a speech impairment?
The Individuals with Disabilities Education Act (IDEA) defines a speech or language
impairment as “a communication disorder, such as stuttering, impaired articulation, a
language impairment, or a voice impairment, that adversely affects a child’s educational
performance” (34 Code of Federal Regulations [CFR] § 300.8(c). Rule 6A-6.03012,
F.A.C., specifies that a speech impairment (SI) interferes with communication, adversely
affects a student’s performance and/or functioning in the educational environment, and
results in the need for exceptional student education (ESE). A speech impairment is not
primarily the result of factors related to age, gender, culture, ethnicity, or limited English
proficiency. Three types of speech impairment are further defined in A-4 through A-6.
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A-4. What is a speech sound disorder (SSD)?
Children with speech sound disorders have difficulty producing individual speech sounds
(e.g., consonants, vowels) and/or patterns of speech sounds to communicate. Differences
in speech sound production do not always reflect a speech sound disorder. It is not
uncommon for children to make speech sound errors as they learn to say new words.
Some differences in speech sound production throughout the lifespan may be related to
features of a dialect. However, if a child continues to make speech sound production
errors beyond a certain age, it may be due to a speech sound disorder.
Speech sound disorders include problems with articulation (e.g., making individual
speech sounds) and phonological processes (e.g., making patterns of speech sounds).
Throughout speech and phonological development, children learn to speak individual
speech sounds as well as patterns of speech sounds to mirror adult-like speech. Their
development involves learning to produce a variety of sounds as well as the contrasts
between sounds that convey different meanings (Bauman-Waengler, 2008).
Children with speech sound disorders have difficulty being understood by others
(i.e., reduced intelligibility). The types of speech sound production errors and/or error
patterns produced by children influence the degree to which their intelligibility is
impacted. Moreover, speech sound disorders can be further classified as an articulation
(phonetic) impairment or a phonological (phonemic) impairment. Rule 6A-6.03012(1)(a),
F.A.C., states that a speech sound disorder is evidenced by the atypical production of
speech sounds, which may include substitutions, distortions, additions, or omissions that
interfere with intelligibility. Speech sound disorders are not primarily the result of factors
related to age, gender, culture, ethnicity, or limited English proficiency.
It is important to recognize that a student may exhibit a mixed speech sound disorder,
with characteristics of both an articulation and phonological impairment. However, it is
important to be able to distinguish between the two classifications of speech sound
disorders, recognize the impact of each on a student’s speech intelligibility and ability to
communicate effectively and perform and/or function in his or her typical learning
environment, and consider this information when implementing appropriate
interventions.
The following comparisons and contrasts exist for articulation (phonetic) and
phonological (phonemic) impairment and may be useful for differentiating between them
(Bauman-Waengler, 2008).
Characteristics of an articulation (phonetic) impairment:
Student’s speech exhibits phonetic errors that are notably different from norm
productions.
Problems that the student experiences in speech sound production reflect difficulties
in speech sound form.
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Errors exhibited in the student’s speech are a result of disruptions in motor processes
that produce speech or may be due to a structural abnormality.
Student’s articulation difficulties do not typically affect other areas of language, but
may impact the student’s ability to function within educational activities.
Characteristics of a phonological (phonemic) impairment:
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Student exhibits phonemic errors (replacing one English speech sound with another,
either the same substitution consistently, or different sound substitutions with less
consistent error patterns).
Student exhibits difficulty in the function of phonemes, or shows difficulty using
phonemes contrastively to differentiate meaning.
Errors exhibited in the student’s speech are a result of a disruption in the
understanding of the organization of phonemes in the language system.
Phonological difficulties may affect other areas of language (e.g., morphology,
syntax, semantics).
A-5. What is a fluency disorder?
Fluency of speech refers to the natural flow, rate, and rhythm of speech. To some degree,
mild disruptions in the flow of speaking are common in the speech of children developing
typically and do not always reflect a fluency disorder. However, disruptions characterized
by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases may be
reflective of a fluency disorder. Rule 6A-6.03012, F.A.C., specifies that a fluency
disorder is characterized by deviations in continuity, smoothness, rhythm, or effort in
spoken communication. A fluency disorder may be accompanied by excessive tension of
the oral and facial mechanism and secondary behaviors, such as struggle and avoidance.
Common examples of fluency disorders include stuttering and cluttering (American
Speech-Language-Hearing Association [ASHA], 1993). A fluency disorder is not
primarily the result of factors related to age, gender, culture, ethnicity, or limited English
proficiency.
A-6. What is a voice disorder?
There are numerous characteristics that make each person’s voice unique and
individually identifiable. Some vocal changes are expected in development and don’t
necessarily indicate a voice disorder (e.g., changes in vocal quality that are primarily due
to puberty). However, when there is atypical production, or absence of one or more key
vocal characteristics, it may reflect a voice disorder. Rule 6A-6.03012, F.A.C., specifies
that a voice disorder is characterized by the atypical production or absence of vocal
quality, pitch, loudness, resonance, or duration of phonation that is not primarily the
result of factors related to chronological age, gender, culture, ethnicity, or limited English
proficiency. Common examples of voice disorders include phonatory (stemming from
problems in the laryngeal mechanism, such as nodules or polyps on the vocal cords) and
resonance (affected tone or resonance of voice, such as hypo- or hyper-nasality)
disorders.
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B.
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Evaluation
B-1.
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What procedures and activities are required for children in prekindergarten?
Section (2) of Rule 6A-6.0331, F.A.C., outlines the required procedures prior to initial
evaluation for prekindergarten children. Specifically, for children who are below
mandatory school attendance age and who are not yet enrolled in kindergarten, the
activities specified in subsection (1) of Rule 6A-6.0331, F.A.C., are not required. For the
prekindergarten population, there must be a review of existing social, psychological, and
medical data with referral for a health screening when the need is indicated. Vision and
hearing screenings should be conducted to rule out sensory deficits. Additional
screenings may be conducted as needed.
B-2.
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What general education intervention procedures and activities for students in
kindergarten through grade twelve are required?
Rule 6A-6.0331, F.A.C., specifies the procedures and criteria for general education
interventions, identification, evaluation, and determination of eligibility of students with
disabilities. Section (1) of Rule 6A-6.0331, F.A.C., outlines the general education
intervention procedures for kindergarten through grade twelve students suspected of
having a disability. Furthermore, this rule specifies that:
The general education interventions requirements set forth in
paragraphs (a), (b), and (e) of this subsection may not be required
for students suspected of having a disability if a team that
comprises qualified professionals and the parent determines that
these general education interventions are not appropriate for a
student who demonstrates a speech disorder…
Therefore, the problem-solving team may determine that general education interventions
are not appropriate for a student suspected of having a speech sound, fluency, or voice
disorder. The student’s problem-solving team should make this decision on an individual
basis. Problem-solving teams need to consider the general education intervention
requirements in light of any other areas of concern for a given student that may or may
not be related to a suspected speech disorder.
B-3.
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What is a “comprehensive” evaluation?
A comprehensive evaluation is comprised of all the existing information regarding the
student (e.g., observations, reports, parent input, local, state, and district assessments),
including data collected prior to obtaining parental consent for evaluation, and any
additional assessments conducted after parental consent was received. A comprehensive
evaluation employs a variety of assessment tools and strategies to provide relevant
information that directly helps the team determine the educational needs of the student.
Although it may involve administration of one or more standardized evaluation
instruments, a comprehensive evaluation is not a test or battery of tests administered in a
single snapshot of the student’s performance.
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Rule 6A-6.0331(5)(g), F.A.C., requires that an evaluation be sufficiently comprehensive
to identify all of a student’s ESE and related services needs. Furthermore, a
comprehensive evaluation uses a variety of assessment tools and strategies, does not rely
on a single measure or assessment, and assesses the student in all areas related to the
suspected disability. A comprehensive evaluation for speech, in addition to the evaluation
procedures outlined in Rule 6A-6.0331(5), F.A.C., will consist of the evaluation
components as specified for speech sound production, fluency, or voice evaluations in
Rule 6A-6.03012, F.A.C. (see B-4).
B-4.
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What are the minimum requirements for student evaluations for speech sound
disorders, fluency, and voice?
In addition to the evaluation procedures identified in Rule 6A-6.0331(5), F.A.C., the
required evaluation components for each of the three areas of speech impairment are:
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Information gathered from the student’s parent(s) or guardian(s) and teacher(s) and,
when appropriate, the student regarding the concerns and a description of speech
characteristics
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Documented and dated observation(s) of the student’s speech characteristics in
connected speech or conversation (a minimum of two observations are required for
fluency evaluations) conducted by a speech-language pathologist (SLP)
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An oral mechanism examination to assess the structure and function of the speech
mechanism
Additional evaluation components are required for each of the three subtypes of speech
impairment (speech sound disorders, fluency, and voice).
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Speech sound disorder:
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Administration of one or more standardized, norm-referenced instruments
designed to measure speech sound production to determine the type and
severity of the speech sound errors and whether they are articulation
(phonetic) or phonological (phonemic) in nature
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Fluency disorder:
o
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Assessment of the motor aspects, student’s attitude regarding the speech
behaviors, and social and educational impact of the speech behaviors
o
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Collection and analysis of a speech sample (minimally 300–500 words) to
determine frequency, duration, and type of dysfluent speech behaviors
Voice disorder:
o
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A report of a medical examination of laryngeal structure and function
conducted by a licensed physician, including a description of the state of the
vocal mechanism and any medical implications for therapeutic intervention
B-5.
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What is an oral mechanism examination?
An oral mechanism examination, also known as an oral peripheral examination, is an
assessment of both the structure and function of the child’s speech mechanism and is
considered an essential component of a comprehensive evaluation for a suspected speech
impairment (Bauman-Waengler, 2008; Bernthal & Bankson, 2004; Miccio, 2005). Any
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inadequacies in structure and/or function of the speech mechanism should be noted in the
evaluation report and their relative contribution to the articulation or phonological
impairment should be carefully considered. Depending on the nature of the inadequacies
observed during the oral mechanism exam, the SLP may recommend a referral to other
professionals, pursue further observation and assessment, or consider whether instruction
related to compensatory or remedial behaviors is warranted (Bauman-Waengler).
An oral mechanism examination should include inspection of the following:
Head and facial structures
Respiration during speech and at rest
Oral and pharyngeal cavity structures (i.e., articulators: teeth, tongue, hard palate, soft
palate, alveolar ridge)
Function of the speech mechanism (i.e., movement patterns of the articulators: range,
smoothness, and speed)
B-6. What is a phonetic versus a phonemic inventory?
Phonetics refers to the “actualities of speech production,” or how speech sounds are
produced. In other words, this refers to the form or characteristics, including where the
articulators (e.g., lips, teeth, tongue) are placed during production of the sound (Bauman-
Waengler, 2008, p. 7). Phonology refers to how phonemes, or individual speech sounds,
are organized and how they function in the language system. Thus, a
phonetic
inventory
is the repertoire of speech sounds a student produces and should include all the
production features the student uses. A phonetic inventory would provide information
regarding the characteristics of the speech sounds the student produces (e.g., if the /
∫
/, or
“sh,” was produced with lateralized airflow, altering the production of the phoneme). A
phonemic
inventory, on the other hand, does not concern the characteristics of the speech
sounds the child produces. It would provide information on the phonemes the child uses
contrastively (e.g., if the child is able to distinguish between /
∫
/ and /s/; Bauman-
Waengler).
It is important to determine which type of inventory is most appropriate for the student
undergoing an evaluation for a speech sound disorder. This may be determined through
an SLP’s observation(s) or information gathered from the student’s parent(s) or
guardian(s) or teacher(s). Recognize, however, that a standardized instrument designed to
measure speech sound production may provide sufficient information. Many instruments
allow the examiner to evaluate the student’s speech both phonetically and phonemically.
Overall, the evaluation for an SSD should provide an adequate amount of information,
allowing the examiner to determine whether the nature of the student’s speech sound
errors is articulation (phonetic) and/or phonological (phonemic) in nature, as each
subtype of SSD exists with its own implications for intervention.
B-7. What normative articulation and/or phonological data should be used?
There is no requirement to use a specific set of articulation and/or phonological
development norms. A variety of normative datasets are available to districts to assist
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when comparing a child’s speech sound production to the expected average age of
acquisition. Developmental speech norms highlight the expected age of acquisition of
speech sounds for children who are developing typically. Some examples of recent
developmental articulation norms include such data as those provided by Smit, Hand,
Freilinger, and Bird (1990), the
Goldman-Fristoe Test of Articulation, 2
nd
Edition
(Goldman & Fristoe, 2000), and normative data from
The Clinical Assessment of
Articulation and Phonology (CAAP;
Secord & Donohue, 2002). Although there is some
variability in reported ages of acquisition across normative studies, this is due to the
varying criterion levels used across the studies to determine mastery of each sound. When
one compares the data from each study, it is evident that more similarities exist than
differences among age of mastery.
Data also exists regarding the expected age of suppression of phonological processes
(expected patterns of error) that occur in young children’s speech. Bernthal and Bankson
(2004), and Bauman-Waengler (2008) are among the resources available that provide a
summary of several sources of phonological data.
Districts are able to choose or determine the normative articulation and/or phonological
data that SLPs should use when evaluating and determining eligibility for SSD.
Comparison of a student’s speech sound production to that of normative data and
developmental expectations is only one aspect of the evaluation process for a student
suspected of having an SSD, and as such is not the sole factor in the determination of
eligibility as a student with an SSD.
B-8.
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Why are different numbers of observations required for SSD and voice versus
fluency evaluations?
The minimal evaluation for a suspected SSD or a voice disorder must include at least one
documented and dated observation of the student’s speech or voice characteristics
conducted by an SLP. In contrast, at least two observations are required of the student’s
speech characteristics for a fluency evaluation. This difference in evaluation requirements
exists because the nature of fluency disorders varies by setting or situational context.
Atypical dysfluencies in a student’s speech may manifest in varying degrees depending
on the setting and contextual demands the student faces. By requiring at least two
observations in different settings, at least one of which occurs in the student’s typical
learning environment, the information obtained should help the team determine the
presence of a fluency disorder, and provide important information regarding the
frequency, severity, and adverse effect of the fluency disorder.
B-9.
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Why is a medical evaluation required as a component of a voice evaluation?
It is within the scope of practice for an SLP to assess parameters of the student’s voice
that may or may not reflect a problem in the vocal mechanism, such as vocal quality,
pitch, loudness, resonance, and duration of phonation. In contrast, it is within a
physician’s scope of practice to diagnose specific problems occurring in the vocal
mechanism, such as the presence of vocal fold nodules or polyps, laryngeal
inflammation, or other medically complicated factors (e.g., cancer, paralyzed vocal folds)
that may be directly linked to the voice problem and can have important implications for
therapeutic intervention (Haynes & Pindzola, 1998). Due to the medical nature of some
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voice disorders, it may be necessary for SLPs to collaborate with a variety of
professionals. These components of the voice evaluation are essential to determine
whether a student meets eligibility criteria for voice impairment, whether any medical
implications exist for therapeutic intervention, and whether the voice problem is
amenable to improvement with therapy.
The American Speech, Language, and Hearing Association (ASHA) issued the position
statement
Preferred Practice Patterns for the Profession of Speech-Language Pathology
,
which states that “all patients/clients with voice disorders are examined by a physician,
preferably in a discipline appropriate to the presenting complaint. The physician’s
examination may occur before or after the voice evaluation by the speech-language
pathologist” (ASHA, 2004, p. 99). Moreover, the National Center for Voice and Speech
recommends that SLPs use a team approach and work closely with medical professionals
(e.g., otolaryngologist, pediatrician) to provide voice evaluations and intervention.
B-10.
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Will districts be required to pay for the medical evaluation as a component of a
voice evaluation?
Yes. As districts must provide personnel and/or funding for any required component of
an evaluation for determining eligibility in ESE, they will be required to provide funding
for the medical evaluation as a component of a voice evaluation. However, it is possible
that a family may choose to pursue the medical evaluation through their primary
physician or their child’s pediatrician. In this case, it is plausible that the family’s
insurance provider will cover the costs of such an evaluation. The appropriate district
personnel will determine the district’s responsibility in regard to funding on a case-by-
case basis.
B-11.
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Who may provide the report of a medical examination of laryngeal structure and
function for students suspected of having a voice disorder?
The medical report of laryngeal structure and function is a required evaluation component
for students suspected of having a voice disorder and may be conducted by a physician
licensed in Florida in accordance with Sections 458 or 459, Florida Statutes (F.S.), unless
a report from a physician licensed in another state is permitted in accordance with Rule
6A-6.0331(3)(c), F.A.C. There are no specific requirements for what type of physician
(e.g., pediatrician, allergist, otolaryngologist) is to complete the medical report other than
it must be a physician equipped and able to conduct the laryngeal examination.
B-12.
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Why is a speech sample of a minimum of 300–500 words required for a fluency
evaluation?
Speech samples are typically collected and analyzed to evaluate the presence, nature, and
severity of a fluency disorder. A sample of at least 300–500 words is recommended to
determine the type, frequency, and duration of dysfluent speech behaviors. The greater
the sample size, the greater the confidence that a truly representative sample of the
student’s speech was obtained (Conture, 2001). For example, a 300-word sample is often
sufficient to capture the student’s speech and associated characteristics; a sample of 500
words will increase the level of confidence.
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It may be a challenge in some instances, however, to collect a sample of 300–500 words,
particularly with students who present a severe form of dysfluency. In those cases, the
SLP must base the decision regarding sample size on the apparent severity of the
disorder, as well as other factors, such as the temperament of the student and the level of
frustration observed. Overall, the sample size should be adequate to make appropriate and
accurate diagnoses and determinations of eligibility when combined with the other
required components of the evaluation. If a sample of fewer than 300 words is obtained,
the evaluation report must document the rationale for use of a smaller sample, the results
obtained from analyzing the sample, and the basis for recommendations.
B-13.
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Why is a speech sample required for a fluency evaluation but not required for an
evaluation for speech sound disorders?
The required speech sample is a key component of the fluency evaluation as it enables
the SLP to determine the frequency, duration, consistency, and nature of the student’s
stuttering, all of which play major roles in determining the presence and significance of
the fluency disorder. When collecting a speech sample, the SLP is also able to determine
the presence or absence of nonspeech or secondary behaviors associated with the
disorder, such as excessive eye blinking or facial grimacing. Some of this critical
information may not be captured through the other evaluation components.
On the other hand, a separate speech sample, if gathered in addition to the required
components for speech evaluations, is not always necessary to capture all critical
information related to a SSD. Through information gathered from the student’s parent(s)
and teacher(s), observation(s), examination of the oral mechanism structure and function,
and one or more standardized, norm-referenced instruments designed to measure speech
sound production (involving the elicitation of a speech sample), the SLP will likely
gather all information needed to determine the presence and significance of an SSD.
When selecting appropriate tools and strategies for measuring speech sound production,
an important consideration is the type of speech sample elicited (e.g., single word
production, sentence production, or connected speech). For example, naming single
words alone reveals limited information about the student’s overall intelligibility
(Miccio, 2005).
B-14.
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Are certain tests recommended or required for evaluation of speech sound
production, fluency, or voice?
No. The required evaluation components that must be administered for speech sound
evaluations include one or more standardized, norm-referenced instrument(s) designed to
measure speech sound production to determine the type and severity of the speech sound
errors and whether the errors are articulation (phonetic) or phonological (phonemic) in
nature. There is not a requirement to use specific instruments or tests during speech
evaluations. However, when selecting an appropriate instrument, professionals are
encouraged to consider specific features of the individual instrument: validity, reliability,
specificity, sensitivity, normative referencing, and appropriateness for the purpose of the
evaluation. The
Exceptional Student Education Policies and Procedures
(SP&P)
document includes a representative list of some of the individually administered,
standardized instruments available for conducting comprehensive evaluations and
diagnostic assessments. The SP&P is accessible via the following link:
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http://www.fldoe.org/ese/ppd.asp. The assessment instruments listed were selected based
on technical adequacy, appropriateness of standardization, and recency of test
development. The list includes suggested measures of articulation, phonology, fluency,
and voice. This is not an exhaustive list; an SLP may select additional instruments based
upon careful consideration of the features and integrity of the measure and the purpose of
the evaluation.
B-15.
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What consideration must be given to private, outside, and/or medical evaluations of
speech functioning?
A group of qualified professionals and the parent(s) of a student being considered for
eligibility as a student with a disability must draw on information from a variety of
sources when determining eligibility and student need (Rule 6A-6.0331(6), F.A.C.),
including any medically relevant information that is available for a particular student.
Rule 6A-6.0331(1)(c), (2)(a), F.A.C., specifies that the required general education
intervention and procedural requirements include a review of existing data, which may
involve review of available medical data.
B-16.
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How does the team determine that the student’s speech difficulties are not primarily
due to one or more of the following factors: age, gender, culture, ethnicity, or
limited English proficiency, as specified in Rule 6A-6.03012(1)(a-c), (6), F.A.C.?
As part of the process for documenting that the eligibility criteria for speech impairment
have been met, the group of qualified professionals must determine that its findings are
not primarily the result of the factors listed above. It is the group’s responsibility to
identify the data sources necessary to rule out these factors as the primary cause of
speech difficulties. This can be accomplished through a variety of methods, including
review of records, information gathered, observations, classroom performance, response-
to-intervention/progress monitoring data for peer comparisons if available, and rating
scales. In some cases, additional evaluation information may be necessary if there is
insufficient information to rule out a particular factor. For example, additional formal
assessment may be indicated if there are questions about the impact of limited English
proficiency on speech sound production.
These factors should be considered when planning a comprehensive evaluation (see B-3).
The evaluation requirements expressed in Rule 6A-6.0331(5), F.A.C., provide important
guidelines in this regard. In conducting an evaluation, the school district must use a
variety of assessment tools and strategies to gather the appropriate information about the
student to help determine whether the student is eligible for ESE. The content of the IEP
should include information related to enabling the student with a disability to be involved
in and progress in the general curriculum (or for a preschool child to participate in
appropriate activities). The school district must not use any single measure or assessment
as the sole criterion for determining whether a student is eligible for ESE and for
determining the appropriate educational program for the student. Technically sound
instruments that measure the relative contribution of cognitive and behavioral factors, in
addition to physical or developmental factors must be used.
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Furthermore, assessments and other evaluation materials should be:
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Selected and administered so as not to be discriminatory on a racial or cultural basis
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Administered in the student’s native language or other mode of communication and in
the form most likely to yield accurate information on what the student knows and can
do academically, developmentally, and functionally, unless it is clearly not feasible to
do so
Used for the purposes for which the assessments or measures are valid and reliable
Administered by trained and knowledgeable personnel in accordance with any
instructions provided by the producer of the assessments
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Selected and administered so as to best ensure that if an assessment is administered to
a student with impaired sensory, manual, or speaking skills, the assessment results
accurately reflect the student’s aptitude or achievement level or whatever other
factors the test purports to measure, rather than reflecting the student’s sensory,
manual, or speaking skills, unless those are the factors the test purports to measure
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Selected to ensure they provide relevant information that directly helps determine the
educational needs of the student
B-17. Who can conduct and interpret speech evaluations?
Manuals for standardized evaluation instruments used for speech sound, fluency, and
voice disorders outline the qualifications required for personnel administering a given
measure. Rule 6A-6.0331(5), F.A.C., notes that districts are responsible for ensuring that
assessments and other evaluation materials used to assess a student are administered by
trained and knowledgeable personnel in accordance with any instructions provided by the
producer of the assessment. For example, many standardized measures of speech sound
production specify that the examiner must be a certified SLP with training in articulation
and phonological disorders.
Rule 6A-6.03012, F.A.C., states that an SLP is to conduct the required observation(s). In
the case of a voice evaluation, a licensed physician must complete a medical report of
laryngeal structure and function. Other professionals may contribute to the information
gathered, conduct additional observations in the educational setting, and/or administer
formal and informal assessments. A multidisciplinary approach to evaluation may
involve professionals in addition to the SLP in the completion of any other evaluation
components deemed necessary for an individual student.
The SLP’s role in the administration and interpretation of speech evaluations is
conceptualized within a continuum of involvement in the overall evaluation, eligibility
determination, and intervention planning process. Rules 6A-6.03012(7)(a) and 6A-
6.0331(6), F.A.C., indicate that a group of qualified professionals determining eligibility
must include an SLP, that an SLP be involved in the development of the IEP for students
eligible for speech services, and that a certified SLP provide speech therapy services.
Involvement may include consulting, reporting and interpreting evaluation results,
providing information related to the student’s present levels of performance, and assisting
in the development of goals and objectives to address the student’s communication needs.
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B-18.
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What are some examples of how information may be gathered from the child’s
parent(s) or guardian(s) or others?
Gathering information about the student’s speech behaviors from others helps the team
note and describe any problems the student is experiencing in his or her typical learning
environment, and helps address possible reasons for and factors contributing to the
student’s communication deficits. Family members can offer insight into various familial,
cultural, and linguistic factors affecting a particular student. With an understanding of
curricular demands, teachers can help provide information about how a student’s speech
skills affect what he/she can do academically and socially.
Information may be gathered through multiple methods, including, but not limited to,
interviews, case histories, checklists, or questionnaires. Appropriate methods should
focus on documenting any concerns and descriptions regarding the student’s speech
skills. It is important to consider the role of this information in helping to establish the
significance, adverse effect, and educational relevance of the speech impairment.
B-19.
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For students who are not yet enrolled in school or are in an alternate setting, what is
meant by “typical learning environment” and “environment or situation
appropriate for a student of that chronological age”?
Rule 6A-6.03012, F.A.C., specifies that observations are to be conducted in the student’s
“typical learning environment.” For prekindergarten children, the rule additionally states
“or an environment or situation appropriate for a child of that chronological age.”
The goal is to observe the student in a setting where evidence of the disability would
manifest itself. For children who are of preschool age and not attending preschool, or for
students who attend home-school, their typical learning environment may differ from that
of a traditional school-age student. The student’s ability to perform and/or function in his
or her typical learning environment is a key aspect of eligibility determination for
students with speech impairment. The use of the terms “typical learning environment”
and “environment or situation appropriate for a student of that chronological age” are
specific to the individual child and allow flexibility in the setting selected for observation
(e.g., school setting, preschool or daycare, home, evaluation setting).
B-20.
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Are there specific criteria for dismissal?
No. Section (2)(c) of the SP&P states that a student must be dismissed from ESE if, upon
reevaluation, the student is no longer determined to be a student with a disability in need
of ESE and related services, or the parent of the student revokes consent for services.
There are no dismissal criteria specific to individual disability categories included in the
state rules and regulations. The IEP team for an individual student must determine, based
on reevaluation data reviewed, whether the student continues to be a student with a
speech impairment in need of ESE and related services. For example, if the student no
longer has a speech impairment, or continues to have a speech impairment but no longer
needs ESE and related services, then the student must be dismissed. Dismissal is a
determination the student’s IEP team makes on a case-by-case basis. This would be
considered a change of free appropriate public education (FAPE) and requires prior
written notice.
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C.
Criteria for Eligibility
C-1. How is eligibility determined?
A group of qualified professionals determines the educational needs of the student and
whether the student is an exceptional student in accordance with this rule and
Rule 6A-6.0331, F.A.C. The parents of a student being considered for eligibility as a
student with a disability shall be invited and encouraged to participate as equal members
of the group. The school district must provide a copy of the evaluation report at no cost to
the parent. If a determination is made that a student is a student with a disability in need
of exceptional student education and related services, then an IEP must be developed in
accordance with these rules.
C-2. What are the eligibility criteria for speech impairment?
A student in prekindergarten through grade twelve meets the eligibility criteria as a
student with a speech impairment in need of exceptional student education if all of the
following criteria are met:
Speech Sound Disorder
: Significant phonological or articulation disorder characterized
by atypical production of speech sound(s). Evaluation results must reveal all of the
following:
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SSD has a significant impact on student’s intelligibility of speech
Student’s phonetic or phonemic inventory must be significantly below that expected
?
for his or her chronological age or developmental level based on normative data
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SSD must have an adverse impact on student’s ability to perform and/or function in
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his or her typical learning environment
SSD is not primarily the result of factors related to chronological age, gender, culture,
ethnicity, or limited English proficiency
Fluency Disorder:
Significant and persistent interruptions in the rhythm or rate of
speech. Evaluation results must reveal all of the following:
Significant and persistent dysfluent
speech behaviors are evident; possibly
accompanied by secondary behaviors, such as struggle or avoidance
Fluency disorder must have an adverse impact on student’s ability to perform and/or
function in his or her typical learning environment
Fluency disorder is not primarily the result of factors related to chronological age,
gender, culture, ethnicity, or limited English proficiency
Voice Disorders:
Significant and persistent atypical voice characteristics. Evaluation
results must reveal all of the following:
?
Significant and persistent atypical production of quality, pitch, loudness, resonance,
or duration of phonation
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Voice disorder that is not a direct result or symptom of a medical condition, unless
the voice disorder has an adverse impact on the student’s ability to perform and/or
function in his or her typical learning environment and is amenable to improvement
with therapeutic intervention
Voice disorder must have an adverse impact on the student’s ability to perform and/or
function in his or her typical learning environment
Atypical voice characteristics are not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or limited English proficiency
C-3. How is the severity and significance of the speech impairment determined?
The evaluation procedures identified in Rule 6A-6.0331(5), F.A.C., as well as the
minimum evaluation components required for speech evaluations (e.g., B-4), are intended
to provide the evaluation framework through which the group of qualified professionals
can determine whether the student is an eligible student with a disability and reveal the
educational needs of the student. For each area of speech impairment, the severity and
significance can be evident when the group reviews multiple sources of data, including
that which is obtained through completion of the required evaluation components. At a
minimum, evaluation components will include review of data reflecting the student’s
response to intervention during instruction when appropriate (see B-1 and B-2);
information gathered from the student’s parents, teachers, and others regarding their
concerns and descriptions of the student’s speech behaviors; observation(s) of the
student’s speech behaviors; an oral mechanism examination; and evaluation components
specific to each area (e.g., norm-referenced measure for speech sound disorders, speech
sample and assessment in four areas for fluency disorder, a medical report of laryngeal
structure and function for voice disorders).
Levels of severity are traditionally defined as mild, moderate, and severe/profound. A
speech impairment may be severe enough to adversely affect a student’s performance
and/or functioning in his or her typical learning environment. When determining whether
a speech impairment has an adverse affect on a student’s educational performance, the
group determining eligibility must address the student’s social, emotional, academic, and
vocational needs. Groups making the eligibility determination are encouraged to consider
what each of the evaluation components reveals about the severity and significance of the
speech sound, fluency, or voice disorder. Furthermore, the relations among significance,
severity, and educational relevance warrant consideration in eligibility determinations.
According to Apel and Shulman (2002, p. 15), “Severity is not the sole determinant of
whether a condition adversely affects educational performance.” Therefore, severity in
and of itself is not enough to determine eligibility, but is considered in concert with the
other eligibility criteria, including documented adverse effect.
C-4. Is a medical prescription for speech therapy sufficient to determine eligibility?
No. Clinical diagnosis of speech impairment and a medical prescription for speech
therapy is reflective of requirements of a medical setting (e.g., private clinics and
independent contract service providers, hospitals, inpatient and outpatient therapy
providers). Diagnoses of communication disorders by a health care provider can be
important information for the school to review when considering all factors relevant to
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the student’s educational needs. Diagnoses such as these are helpful for access to
research, advocacy, and support networks. However, a medical or clinical diagnosis of a
speech impairment or medical prescription for speech therapy alone is not sufficient to
establish eligibility for exceptional student education and related services. The student
must meet all of the eligibility criteria in the rule and need services that can only be
provided through ESE.
D.
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Speech Services
D-1.
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What is the difference between speech services as special education versus as a
related service for an otherwise eligible student with a disability, as referred to in
section (7)(b) of the rule?
Section 1003.01(3)(b), F.S., defines special education services as specially designed
instruction and such related services as are necessary for an exceptional student to benefit
from education. The current federal regulations found at Title 34, Section 300.34, Code
of Federal Regulations (CFR), define related services as services that are required to
assist a student with a disability to benefit from special education.
Speech and language services are unique in that state rules and regulations define
speech/language pathology services as a related service but also include speech and
language impairments among the program areas students may be eligible for if they meet
the specified eligibility criteria. The TAP (DPS 2009-099)
Questions and Answers
Regarding Speech/Language as a Related Service
, issued by the Florida Department of
Education, Bureau of Exceptional Education and Student Services, provides the most
recent guidance on this topic. The TAP is accessible via the following link:
http://info.fldoe.org/docushare/dsweb/Get/Document-5423/dps-2009-099.pdf.
An IEP or educational plan (EP) team may consider the need for speech or language as a
related service for any student who has been identified as an exceptional student who
needs the service to benefit from education. However, speech/language as a related
service, as with any other related service, is not automatically provided. The team must
determine a need for the service based on the student’s present levels of academic
achievement and functional performance, annual goals, and other services and supports to
be provided. Students do not need to meet speech impairment eligibility criteria to
receive speech/language as a related service. Students continue to receive the related
service until the team determines that speech/language as a related service is no longer
needed and makes the decision to remove the related service from the IEP/EP.
(Discontinuation of related service would be considered a change of FAPE and requires
prior written notice.) If a student is dismissed from ESE, then he or she is also dismissed
from related services.
In contrast, a student must meet eligibility criteria as established in Rule 6A-6.03012,
F.A.C., in order for speech impairment to be considered a primary or secondary
exceptionality. Once a student is determined eligible as a student with a speech
impairment, he or she will continue to be an eligible student until the IEP team
determines, based on a reevaluation process, that the student is no longer a student with a
speech impairment in need of special education and related services. Note:
Discontinuation or dismissal from speech impairment as a primary or secondary
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exceptionality would be considered a change of FAPE and requires prior written notice.
Furthermore, section (7)(b) of this rule specifies that an SLP shall be involved in the
development of the IEP for students who need speech services, regardless of whether the
student meets eligibility criteria, or if the student needs speech services as a related
service as an otherwise eligible student with a disability.
There are similar options for the intensity, frequency, and/or location of service,
regardless of whether speech/language services are provided as a related service or the
student meets eligibility criteria for speech/language as an ESE program. There are no
separate requirements set forth in Rule 6A-6.03028, F.A.C.,
Provision of Free
Appropriate Public Education (FAPE) and Development of Individual Educational Plans
for Students with Disabilities,
regarding the type, frequency, or location of specially
designed instruction or related services that may be provided. Moreover, both speech
impairment as a primary or secondary disability and provision of speech therapy as a
related service are coded as “F” for data reporting.
D-2. What is a speech/language associate?
A speech/language associate is an individual who has been issued the speech-language
impaired associate certificate pursuant to Rule 6A-4.01761, F.A.C.,
Specialization
Requirements for Certification in the Area of Speech-Language Impaired Associate –
Academic Class.
This certification was created as a result of the recommendations from a
task force appointed by the Commissioner of Education to address the critical shortage of
speech-language pathologists with master’s degrees available to provide services to
students with speech and language impairments. This certification option allows
bachelor’s-level speech-language personnel to provide services to school districts that
qualify for the sparsity supplement. Only districts that qualify for the sparsity supplement
and file an associate plan with the Department of Education, including the components as
outlined in section (7)(d) of this rule, are eligible to use the speech-language associate
certification option.
The sparsity supplement is part of the Florida Education Finance Program (FEFP) and is
designed to mitigate the higher per student costs of providing services in sparsely
populated districts. The number of districts eligible for the sparsity supplement varies
each school year and can be found on the Department of Education website at
http://www.fldoe.org/fefp/pdf/fefpdist.pdf.
Additional information regarding the speech/language associate certificate is available in
the technical assistance paper (K12: 2007-137)
Questions and Answers Regarding
Speech-Language Impaired Associate Certification
, accessible via the following link:
http://info.fldoe.org/docushare/dsweb/Get/Document-4662/TAP2007-137.pdf.
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References
American Speech-Language-Hearing Association. (1993).
Definitions of communication
disorders and variations
[Relevant Paper]. Retrieved February 28, 2010, from
http://www.asha.org/policy
American Speech-Language-Hearing Association. (2004).
Preferred practice patterns for the
profession of speech-language pathology
[Preferred Practice Patterns]. Retrieved
February 28, 2010, from http://www.asha.org/policy
Apel, K., & Shulman, B. B. (2002).
Caseload eligibility and dismissal criteria in school setting
(audiocassette and manual). Rockville, MD: American Speech-Language-Hearing
Association.
Bauman-Waengler, J. (2008).
Articulatory and phonological impairments: A clinical focus
(3rd
ed.). Boston: Allyn & Bacon.
Bernthal, J. E., & Bankson, N. W. (2004).
Articulation and phonological disorders
(5
th
ed.).
Boston: Allyn & Bacon.
Conture, E. G. (2001).
Stuttering: Its nature, diagnosis, and treatment
. Boston: Allyn & Bacon.
Goldman, R., & Fristoe, M. (2000).
The Goldman-Fristoe test of articulation
(2
nd
ed.). San
Antonio, TX: Pearson Assessments.
Haynes, W. O., & Pindzola, R. H. (1998).
Diagnosis and evaluation in speech pathology
(5
th
ed.). Boston: Allyn & Bacon.
Miccio, A. W. (2005). Components of phonological assessment. In A. G. Kamhi & K. E. Pollack
(Eds.),
Phonological disorders in children: Clinical decision making in assessment and
intervention
(pp. 35–42). Baltimore: Paul H. Brookes Publishing Co.
Secord, W. A. & Donohue, J. S. (2002).
Clinical assessment of articulation and phonology.
Greenville, SC: Super Duper Publications.
Smit, A. B., Hand, L., Freilinger, J. J., Bernthal, J. E., & Bird, A. (1990). The Iowa articulation
norms project and its Nebraska replication.
Journal of Speech and Hearing Disorders,
55,
779–798.
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Appendix: Rule 6A-6.03012, Florida Administrative Code
6A-6.03012 Exceptional Student Education Eligibility for Students with Speech
Impairments and Qualifications and Responsibilities for the Speech-Language Pathologists
Providing Speech Services.
(1) Speech impairments are disorders of speech sounds, fluency, or voice that interfere with
communication, adversely affect performance and/or functioning in the educational environment,
and result in the need for exceptional student education.
(a) Speech sound disorder. A speech sound disorder is a phonological or articulation disorder
that is evidenced by the atypical production of speech sounds characterized by substitutions,
distortions, additions, or omissions that interfere with intelligibility. A speech sound disorder is
not primarily the result of factors related to chronological age, gender, culture, ethnicity, or
limited English proficiency.
1. Phonological disorder. A phonological disorder is an impairment in the system of
phonemes and phoneme patterns within the context of spoken language.
2. Articulation disorder. An articulation disorder is characterized by difficulty in the
articulation of speech sounds that may be due to a motoric or structural problem.
(b) Fluency disorder. A fluency disorder is characterized by deviations in continuity,
smoothness, rhythm, or effort in spoken communication. It may be accompanied by excessive
tension and secondary behaviors, such as struggle and avoidance. A fluency disorder is not
primarily the result of factors related to chronological age, gender, culture, ethnicity, or limited
English proficiency.
(c) Voice disorder. A voice disorder is characterized by the atypical production or absence of
vocal quality, pitch, loudness, resonance, or duration of phonation that is not primarily the result
of factors related to chronological age, gender, culture, ethnicity, or limited English proficiency.
(2) General education procedures and activities. Prior to referral for evaluation, the
requirements in subsection 6A-6.0331(1), F.A.C., related to general education procedures for
kindergarten through grade twelve students, or subsection 6A-6.0331(2), F.A.C., related to
procedures prior to initial evaluation for prekindergarten children, must be met.
(3) Procedures for the evaluation of a speech sound disorder. In addition to the procedures
identified in subsection 6A-6.0331(5), F.A.C., the evaluation shall include all of the following:
(a) Information must be gathered from the student’s parent(s) or guardian(s) and teacher(s),
and when appropriate, the student, regarding the concerns and description of speech
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characteristics. This may be completed through a variety of methods including interviews,
checklists, or questionnaires;
(b) Documented and dated observation(s) of the student’s speech characteristics must be
conducted by a speech-language pathologist to examine the student’s speech characteristics
during connected speech or conversation. Observation(s) conducted prior to obtaining consent
for evaluation may be used to meet this criterion;
(c) An examination of the oral mechanism structure and function must be conducted; and
(d) One or more standardized, norm-referenced instruments designed to measure speech
sound production must be administered to determine the type and severity of the speech sound
errors and whether the errors are articulation (phonetic) or phonological (phonemic) in nature.
(4) Procedures for the evaluation of a fluency disorder. In addition to the procedures
identified in subsection 6A-6.0331(5), F.A.C., the evaluation shall include all of the following:
(a) Information must be gathered from the student’s parent(s) or guardian(s) and teacher(s),
and when appropriate, the student, to address the areas identified in paragraph (4)(d) of this rule.
This may be completed through a variety of methods including interviews, checklists, or
questionnaires;
(b) A minimum of two (2) documented and dated observations of the student’s speech and
secondary behaviors must be conducted by a speech-language pathologist in more than one
setting, including the typical learning environment. For prekindergarten children, the
observations may occur in an environment or situation appropriate for a child of that
chronological age. Observations conducted prior to obtaining consent for evaluation may be used
to meet this criterion, if the activities address the areas identified in paragraph (4)(d) of this rule;
(c) An examination of the oral mechanism structure and function must be conducted;
(d) An assessment of all of the following areas:
1. Motor aspects of the speech behaviors;
2. Student’s attitude regarding the speech behaviors;
3. Social impact of the speech behaviors; and
4. Educational impact of the speech behaviors; and
(e) A speech sample of a minimum of 300-500 words must be collected and analyzed to
determine frequency, duration, and type of dysfluent speech behaviors. If the speech-language
pathologist is unable to obtain a speech sample of a minimum of 300-500 words, a smaller
sample may be collected and analyzed. The evaluation report must document the rationale for
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collection and analysis of a smaller sample, the results obtained, and the basis for
recommendations.
(5) Procedures for the evaluation of a voice disorder. In addition to the procedures identified
in subsection 6A-6.0331(5), F.A.C., the evaluation shall include all of the following:
(a) Information must be gathered from the student’s parent(s) or guardian(s) and teacher(s),
and when appropriate, the student, regarding the concerns and description of voice
characteristics. This may be completed through a variety of methods including interviews,
checklists, or questionnaires;
(b) Documented and dated observation(s) of the student’s voice characteristics must be
conducted by a speech-language pathologist in one or more setting(s), which must include the
typical learning environment. For prekindergarten children, the observation(s) may occur in an
environment or situation appropriate for a child of that chronological age. Observation(s)
conducted prior to obtaining consent for evaluation may be used to meet this criterion;
(c) An examination of the oral mechanism structure and function must be conducted; and
(d) A report of a medical examination of laryngeal structure and function conducted by a
physician licensed in Florida in accordance with Chapter 458 or 459, F.S., unless a report of
medical examination from a physician licensed in another state is permitted in accordance with
paragraph 6A-6.0331(3)(c), F.A.C. The physician’s report must provide a description of the state
of the vocal mechanism and any medical implications for therapeutic intervention.
(6) Criteria for eligibility. A student is eligible as a student with a speech impairment in need
of exceptional student education if the student meets the following criteria for one or more of the
following disorders as determined by the procedures prescribed in this rule and subsection 6A-
6.0331(6), F.A.C.
(a) Speech sound disorder. A student with a speech sound disorder is eligible for exceptional
student education if there is evidence, based on evaluation results, of a significant phonological
or articulation disorder that is characterized by the atypical production of speech sound(s). The
atypical production of speech sound(s) may be characterized by substitutions, distortions,
additions, or omissions. Evaluation results must reveal all of the following:
1. The speech sound disorder must have a significant impact on the student’s intelligibility,
although the student may be intelligible to familiar listeners or within known contexts;
2. The student’s phonetic or phonological inventory must be significantly below that
expected for his or her chronological age or developmental level based on normative data;
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3. The speech sound disorder must have an adverse effect on the student’s ability to perform
and/or function in the student’s typical learning environment, thereby demonstrating the need for
exceptional student education; and
4. The speech sound disorder is not primarily the result of factors related to chronological
age, gender, culture, ethnicity, or limited English proficiency.
(b) Fluency disorder. A student with a fluency disorder is eligible for exceptional student
education if there is evidence, based on evaluation results, of significant and persistent
interruptions in the rhythm or rate of speech. Evaluation results must reveal all of the following:
1. The student must exhibit significant and persistent dysfluent speech behaviors. The
dysfluency may include repetition of phrases, whole words, syllables and phonemes,
prolongations, blocks, and circumlocutions. Additionally, secondary behaviors, such as struggle
and avoidance, may be present;
2. The fluency disorder must have an adverse effect on the student’s ability to perform and/or
function in the educational environment, thereby demonstrating the need for exceptional student
education; and
3. The dysfluency is not primarily the result of factors related to chronological age, gender,
culture, ethnicity, or limited English proficiency.
(c) Voice disorder. A student with a voice disorder is eligible for exceptional student
education if there is evidence, based on evaluation results, of significant and persistent atypical
voice characteristics. Evaluation results must reveal all of the following:
1. The student must exhibit significant and persistent atypical production of quality, pitch,
loudness, resonance, or duration of phonation. The atypical voice characteristics may include
inappropriate range, inflection, loudness, excessive nasality, breathiness, hoarseness, or
harshness;
2. The voice disorder does not refer to vocal disorders that are found to be the direct result or
symptom of a medical condition unless the disorder adversely affects the student’s ability to
perform and/or function in the educational environment and is amenable to improvement with
therapeutic intervention;
3. The voice disorder must have an adverse effect on the student’s ability to perform and/or
function in the educational environment, thereby demonstrating the need for exceptional student
education; and
4. The atypical voice characteristics are not primarily the result of factors related to
chronological age, gender, culture, ethnicity, or limited English proficiency.
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(7) Speech services.
(a) A group of qualified professionals determining eligibility under requirements of this rule
and subsection 6A-6.0331(6), F.A.C., must include a speech-language pathologist.
(b) A speech-language pathologist shall be involved in the development of the individual
educational plan for students eligible for speech services, whether as special education or as a
related service for an otherwise eligible student with a disability.
(c) Speech therapy services shall be provided by a certified speech-language pathologist
pursuant to Rule 6A-4.0176, F.A.C., or a licensed speech-language pathologist pursuant to
Section 468.1185, F.S., or a speech-language associate pursuant to Rule 6A-4.01761, F.A.C.
(d) Speech-language associate.
1. Speech therapy services provided by a speech-language associate as specified in Rule 6A-
4.01761, F.A.C., must be under the direction of a certified or licensed speech-language
pathologist with a master’s degree or higher in speech-language pathology. Services can be
provided for a period of three (3) years as described in Section 1012.44, F.S., in districts that
qualify for the sparsity supplement as described in Section 1011.62(7), F.S.
2. Districts shall submit a plan to the Department of Education for approval before
implementation of Rule 6A-4.01761, F.A.C. The components of the plan must include a
description of:
a. The model, specifying the type and amount of direction including direct observation,
support, training, and instruction;
b. The rationale for using this model;
c. The manner in which the associate will be required to demonstrate competency;
d. The process for monitoring the quality of services;
e. The process for measuring student progress; and
f. The manner in which the speech-language associate will meet the requirements of the
annual district professional development plan for instructional personnel.
Rulemaking Authority 1003.01, 1003.57, 1003.571 FS. Law Implemented 1003.01, 1003.57,
1003.571, 1012.44 FS. History–New 7-1-77, Amended 7-13-83, Formerly 6A-6.3012, Amended
8-1-88, 9-17-01, 7-1-10.
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