• Who is a Speech-Language Pathologist?

    Speech-Language Pathologists (SLPs) are professionals who specialize in evaluating and treating individuals with speech and language disorders. Speech-language pathologists (SLPs) work to prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults.

    What does CCC-SLP mean? 

    Being "certified" means holding the Certificate of Clinical Competence (CCC), a nationally recognized professional credential that represents a level of excellence in the field of Audiology (CCC-A) or Speech-Language Pathology (CCC-SLP). 

    What types of speech and language disorders affect school-age children?
     
    Children may experience one or more of the following disorders:
    • Speech sound disorders - difficulty pronouncing sounds
    • Language disorders - difficulty understanding what they hear as well as expressing themselves with words
    • Cognitive-communication disorders - difficulty with thinking skills including perception, memory, awareness, reasoning, judgment, intellect and imagination
    • Stuttering (fluency) disorders - interruption of the flow of speech that may include hesitations, repetitions, prorogations of sounds or words
    • Voice disorders - quality of voice that may include hoarseness, nasality, volume (too loud or soft) 
    Do speech-language disorders affect learning?
     
    Speech and language skills are essential to academic success and learning.  Language is the basis of communication.  Reading, writing, gesturing, listening, and speaking are all forms of language.  Learning takes place through the process of communication.  The ability to communicate with peers and adults in the educational setting is essential for a student to succeed in school.
     
    How may a speech-language disorder affect school performance?
     
    Children with communication disorders frequently do not perform at grade level.  They may struggle with reading, have difficulty understanding and expressing language, misunderstanding social cues, avoid attending school, show poor judgment, and have difficulty with test.
     
    Difficulty in learning to listen, speak read, or write can result from problems in language development.  Problems can occur in the production, comprehension, and awareness of language sounds, syllables, words, sentences, and conversation.  Individuals with reading and writing problems also may have routable using language to communicate, think, and learn.
     
     
    Should you have any other questions, please do not heistate to contact me via email at rrodriguez@cwcboe.org
     
     
     
  • What is the proccess to receieve Speech-Language therapy services in school?
    Parents and teachers should refer any student who shows signs of a speech-language disorder or delay directly to the Speech Language Pathologist and/or the Child Study Team. An initial evaluation planning meeting will be held to determine if a speech and language evaluation is warranted.
    In accordance with N.J.A.C.6A:14, students are initially evaluated by a New Jersey state certified Speech-Language Specialist on an individual basis. The results of the speech-language evaluation (formal and/or functional) along with other relevant assessments are used to determine if the child meets the law’s eligibility criteria. If eligibility criteria is met, the student may receive Speech-Language services under one of two classifications:
    1. Eligible for Special Education with Speech as a Related Service (as part of a Child Study Team classification) 

    or

    1. Eligible for Speech-Language Services (ESLS) (classification made only by the Speech-Language Specialist) 

    As part of the speech-language evaluation the student’s strengths and weaknesses are assessed. An Individual Education Plan (IEP) is developed for each classified student. The Speech-Language Specialist (SLS) develops the speech and/or language goals based on the student’s areas of weakness and the impact on his/her educational performance.

    Once a student has been determined eligible for speech-language services, as part of the IEP process, the service delivery model or models must be identified. Services to students with speech-language disorders may be provided through an IEP in individual or small group sessions, in classrooms when teaming with teachers or in a consultative model with teachers and parents. Speech-language pathologist integrate students' speech-language goals with academic outcomes and functional performance. The following are the most commonly used models:

    • Indirect intervention or consultation provided by the speech-language pathologist (SLP) to regular education and special education teachers.
    • Pull-out model: direct intervention in individual or small group setting 
    • Push in model: team teaching by the speech-language pathologist and teacher in the regular education and/or special education classroom.
    • Curriculum-based intervention using materials adapted from the regular education classroom.
    • Home program with parents, siblings, and/or peers for generalization and carry-over.
    Each year an annual review is held with, but not limited to, the student’s parent(s), guardian(s) and teacher(s) to discuss individual student progress and make appropriate changes to the IEP. A triennial review is conducted to reassess eligibility for speech-language services. If the student no longer meets eligibility requirements, he/she is formally declassified and services are terminated. If the student remains eligible for S/L Services, classification is maintained and a new IEP is developed.