Evaluating children in U.S. public schools with speech sound disorders: Considering federal and state laws, guidance, and research

The following manuscript was accepted for publication today:
Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020, in press June). Evaluating children in U.S. public schools with speech sound disorders: Considering federal and state laws, guidance, and research. Topics in Language Disorders.

This paper was a wonderful collaboration with colleagues in the US resulting from our discussions about how to apply the speech acquisition normative data published in McLeod and Crowe (2018) and Crowe and McLeod (2020) to the US context regarding eligibility for services.

Here is the abstract

More than half of U.S. speech-language pathologists (SLPs) currently practice in the school setting and 92.6% of SLPs who work in schools provide services focused on children’s speech sound production (articulation and/or phonology). This paper describes evaluation and eligibility requirements for children with speech sound disorders (SSDs) in the United States focusing on four sources of information: (1) federal requirements, specifically the Individuals with Disabilities Education Act (IDEA), (2) state and local requirements and guidance, (3) other sources of guidance (e.g., from professional associations), and (4) research. To be eligible to receive services under IDEA, three conditions must be met: (1) the student has an impairment, (2) that impairment results in an educational impact, and (3) the student requires specially designed instruction to make progress. Civil rights and diversity (cultural, linguistic, and gender) within these contexts are also considered. Case examples are provided to highlight eligibility criteria and to guide SLP practice. The information and examples provided in this article will enable SLPs in the United States to navigate IDEA evaluation and eligibility requirements to ensure children with speech sound disorders who are eligible under IDEA receive appropriate services.

Children with Disabilities Shall Not be Left Behind – Good Practices and Challenges in Inclusive Education

UN Conference of States Parties Side Event: Children with Disabilities Shall Not be Left Behind – Good Practices and Challenges in Inclusive Education
http://webtv.un.org/search/children-with-disabilities-shall-not-be-left-behind-–-good-practices-and-challenges-in-inclusive-education-cosp12-side-event/6047205101001/?term=Disability&sort=date&page=2&fbclid=IwAR1iWET1-XgC9J63ufYsXhmNTW-pQuz__-v1QT9iuU6RAY89I5LoRoKdP_o

Moderator: Charlotte McClain-Nhlapo, World Bank
Opening speakers: State secretary Jan-Christian Kolstø, Ministry of Culture, Norway and Nora Eklöf, Youth for Accessibility Network, Sweden
Speakers: Mark Waltham, UNICEF; Regina Mugure Mwangi, Leonard Cheshire, Kenya; Czarinah Mercado, Leonard Cheshire, Philippines; Mia Modig, Equally Unique, Sweden; Magnus Lagercrantz, Agency for Participation, Sweden; Tuomas Tuure, Threshold Association, Finland.

Here is the abstract

In this event we will focus on access to education as a human right, stated in several articles in the UN conventions CRPD and CRC. SDG 4 in Agenda 2030 focuses especially on inclusive education. Government officials and NGO representatives from the Nordic countries, experts from the World bank, UNICEF and young disability rights advocates from Kenya and the Phillippines, present and discuss initiatives for every child's access to education. In the Nordic region, education is universal and free for all. School laws demand that schools provide education to all pupils according to needs and abilities. There are many good examples, but also challenges on how to provide equal conditions for learning.