School Speech and Language Services

 clipart - kids holding hands
 
 
School based therapists in Southwest Allen County Schools provide communication services for
the following impairments that adversely affect the student's education performance in the areas of:
  • Articulation:  Decreased intelligibility in connected speech as a result of sound substitutions, omissions, additions and /or distortions or inappropriate use of phonological processes.

  • Language:  Impairments in the comprehension and /or expression of spoken language. This may include one or more of the following components of the language system:  word retrieval, phonology, morphology, syntax, semantics and pragmatics.

  • Fluency:  Consistent interruptions in the air-flow and rhythm of speech.

  • Voice:  Frequent and consistent deletions in intensity, pitch, resonance, vocal qualities inappropriate for age, gender or ability. 

In addition to regularly scheduled therapy based on student need, the following services occur annually in Southwest Allen County Schools:

  • Kindergarten screening for speech and language
  • Hearing Screening of all first, fourth, seventh, and tenth graders
  • Screening for all students new to district for speech, language and hearing
  • Ongoing consultation with teaching staff and personnel
Speech services are provided in a tier system based on student need determined as a result of these annual screenings.  SACS has developed a three tiered systems with the following designations:

Tier 1: Researched based instruction available to all students

Intervention includes providing consultation and materials for teachers and parents.  Progress is re-checked every nine weeks to monitor development.

Tier 2:  Intervention/Specialized service

Intervention involves notification of parents by letter of their student’s inclusion in small group instruction, (focused skill group).  Data is collected bi-weekly and reported to parents every nine weeks.

Tier 3:  Special Education Eligibility Determination

Intervention involves inclusion in individual or group therapy focused on individual communication goals developed through an Individualized Education Plan.  Data is collected bi-weekly and reported to parents every nine weeks.  An annual case review meeting is held to review and/or revise the Individualized Education Plan.