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Communication Disorder (Speech and Language Impairment) - The impairment of speech articulation, voice, fluency, or the impairment or deviant development of language comprehension and/or
expression, or the impairment of the use of a spoken or other symbol system that adversely affects educational performance. The language impairment may be manifested by one or more of the following components of
language: morphology, syntax, semantics, phonology, and pragmatics;
Eligibility - If a child is suspected of having a communication disorder, the following evaluation shall be conducted:
(A) A speech and language assessment administered by a speech and language pathologist, licensed by a State Board of Examiners in Speech Pathology and Audiology or the Teacher Standards and Practices Commission;
(B) For a child suspected of having a voice disorder, a medical statement by an otolaryngologist licensed by a State Board of Medical Examiners. For other than a voice disorder, if a medical or health diagnosis is
needed, a medical statement or a health assessment statement describing relevant medical issues;
(C) An evaluation or screening of the child's hearing acuity and, if needed, a measure of middle ear functioning;
(D) An evaluation of the child's oral mechanism, if needed;
(E) When evaluating syntax, morphology, semantics or pragmatics, a representative language sample and comprehensive standardized tests that assess expression and comprehension completed by a speech and language
pathologist pursuant to paragraph (5)(a)(A) of this rule;
(F) When a voice disorder is suspected, a voice assessment scale completed by a speech and language pathologist pursuant to paragraph (5)(a)(A) of this rule;
(G) When a fluency disorder is suspected, an observation in at least two settings completed by a speech and language pathologist pursuant to paragraph (5)(a)(A) of this rule;
(H) Assessments to determine the impact of the suspected disability:
(i) On the child's educational performance when the child is at the age of eligibility for kindergarten through age 21, or
(ii) On the child's developmental progress when the child is age three through the age of eligibility for kindergarten; and
(I) Additional evaluations or assessments that are necessary to identify the child's educational needs.
For a child suspected of having a specific communication disorder, the child shall meet the following minimum criteria:
(A) Voice disorder:
(i) The child demonstrates chronic vocal characteristics that deviate in at least one of the areas of pitch, quality, intensity or resonance;
(ii) The child's voice disorder impairs communication or intelligibility; and
(iii) The child's voice disorder is rated as moderate to severe on a voice assessment scale.
(B) Fluency disorder:
(i) The child demonstrates an interruption in the rhythm or rate of speech which is characterized by hesitations, repetitions, or prolongations of sounds, syllables, words or phrases;
(ii) The child has a fluency disorder that interferes with communication and calls attention to itself across two or more settings; and
(iii) The child demonstrates moderate to severe vocal dysfluencies or the child evidences associated secondary behaviors, such as struggling or avoidance as measured by a standardized measure.
(C) Phonological or articulation disorder:
(i) The child's phonology or articulation is rated significantly discrepant as measured by a standardized test; and
(ii) The disorder is substantiated by a language sample or other evaluation(s).
(D) Syntax, morphology, pragmatic or semantic disorder:
(i) The child's language in the area of syntax, morphology, semantics or pragmatics is significantly discrepant as measured by standardized test(s); and
(ii) The disorder is substantiated by a language sample or other evaluation(s).
(iii) For a child to be eligible with a syntax, morphology, pragmatic or semantic disorder, the
disorder is not the result of another disability.
For a child to be eligible for special education services as a child with a communication disorder, the child's
multidisciplinary team shall determine that:
(A) The child's disability has an adverse impact:
(i) On the child's educational performance when the child is at the age of eligibility for kindergarten
through age 21, or
(ii) On the child's developmental progress when the child is age three through the age of eligibility for kindergarten; and
(B) The child needs special education services as a result of the disability.
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