Communication Disorder

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Communication Disorder: Means 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. OAR 581-015-2000(4)(b)

OAR 581-015-2135 Communication Disorder Eligibility Criteria
(1) If a child is suspected of having a communication disorder, the following evaluation must be conducted:
     (a) Speech-language assessment. A speech and language assessment administered by a speech and language pathologist licensed by a State Board of Examiners for Speech-Language Pathology and Audiology or the Teacher Standards and Practices Commission, including:
       (A) When evaluating syntax, morphology, semantics or pragmatics, a representative language sample and comprehensive standardized tests that assess expression and comprehension;
       (B) When a voice disorder is suspected, a voice assessment scale; and
       (C) When a fluency disorder is suspected, an observation in at least two settings;
     (b) Medical or health assessment statement. 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 health assessment statement describing relevant medical issues;
     (c) Hearing evaluation or screening. An evaluation or screening of the child's hearing acuity and, if needed, a measure of middle ear functioning;
     (d) Other.
       (A) An evaluation of the child's oral mechanism, if needed;
       (B) Any additional assessments necessary to determine the impact of the suspected disability:
         (i) On the child's educational performance for a school-age child; or
         (ii) On the child's developmental progress for a preschool child; and
       (C) Any additional evaluations or assessments necessary to identify the child's educational needs.
(2) To be eligible as a child with a specific communication disorder, the child must meet the following minimum criteria:
     (a) Voice disorder:
       (A) The child demonstrates chronic vocal characteristics that deviate in at least one of the areas of pitch, quality, intensity or resonance;
       (B) The child's voice disorder impairs communication or intelligibility; and
       (C) The child's voice disorder is rated as moderate to severe on a voice assessment scale.
     (b) Fluency disorder:
       (A) The child demonstrates an interruption in the rhythm or rate of speech that is characterized by hesitations, repetitions, or prolongations of sounds, syllables, words or phrases;
       (B) The child has a fluency disorder that interferes with communication and calls attention to itself across two or more settings; and
       (C) 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:
       (A) The child's phonology or articulation is rated significantly discrepant as measured by a standardized test; and
       (B) The disorder is substantiated by a language sample or other evaluation(s).
     (d) Syntax, morphology, pragmatic or semantic disorder:
       (A) The child's language in the area of syntax, morphology, semantics or pragmatics is significantly discrepant as measured by standardized test(s) or other evaluation data; and
       (B) The disorder is substantiated by a language sample or other evaluation(s).
       (C) For a child to be eligible with a syntax, morphology, pragmatic or semantic disorder, the disorder is not the result of another disability.
(3) For a child to be eligible for special education services as a child with a communication disorder, the eligibility team must also determine that:
     (a) The child's disability has an adverse impact on the child's educational performance; and
     (b) The child needs special education services as a result of the disability.

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