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Treating Voice Disorders in the School-Based Setting: Working Within the Framework of IDEA
The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in life-sustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions have become mainstreamed int...
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| Published in: | Language, speech & hearing services in schools speech & hearing services in schools, 2004-10, Vol.35 (4), p.327-332 |
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| container_end_page | 332 |
| container_issue | 4 |
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| container_title | Language, speech & hearing services in schools |
| container_volume | 35 |
| creator | Ruddy, Bari Hoffman Sapienza, Christine M |
| description | The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in life-sustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions have become mainstreamed into regular school-based settings, thus extending the "traditional" role of the SLP and multidisciplinary team. Understanding the impact of these voice disorders on the child's educational performance has been a struggle for many clinicians because the eligibility decisions for students in school-based settings must be made within the framework of federal legislation and regulations governing the provision of services for students with disabilities. This article discusses how to identify children with voice disorders under the Individuals With Disabilities Education Act (IDEA) definition, the role of the SLP in assigning priority in various voice management scenarios, and how models of therapy can be incorporated in the school-based setting. |
| doi_str_mv | 10.1044/0161-1461(2004/032) |
| format | article |
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Over time, children born with congenital, surgical, or "medically fragile" conditions have become mainstreamed into regular school-based settings, thus extending the "traditional" role of the SLP and multidisciplinary team. Understanding the impact of these voice disorders on the child's educational performance has been a struggle for many clinicians because the eligibility decisions for students in school-based settings must be made within the framework of federal legislation and regulations governing the provision of services for students with disabilities. This article discusses how to identify children with voice disorders under the Individuals With Disabilities Education Act (IDEA) definition, the role of the SLP in assigning priority in various voice management scenarios, and how models of therapy can be incorporated in the school-based setting.</abstract><cop>United States</cop><pub>ASHA</pub><pmid>15609636</pmid><doi>10.1044/0161-1461(2004/032)</doi><tpages>6</tpages></addata></record> |
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| ispartof | Language, speech & hearing services in schools, 2004-10, Vol.35 (4), p.327-332 |
| issn | 0161-1461 1558-9129 |
| language | eng |
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| source | Social Science Premium Collection; Linguistics Collection; ProQuest One Literature; ERIC; Linguistics and Language Behavior Abstracts (LLBA); Education Collection |
| subjects | Academic achievement Adolescent Allied Health Personnel Child Child Welfare - legislation & jurisprudence Child, Preschool Children Clinical Diagnosis Compliance (Legal) Disabled Children - education Disabled Children - legislation & jurisprudence Education Education, Special - legislation & jurisprudence Federal Legislation Humans Individuals with Disabilities Education Act Interdisciplinary Approach Mainstreaming Medical personnel Pediatrics Population Program Implementation Role School Health Services - supply & distribution Schools - economics Sound intensity Speech disorders Speech Language Pathology Speech Therapy Speech-language pathologists Speech-Language Pathology - legislation & jurisprudence Speech-Language Pathology - methods Student Participation Therapy Triage United States Voice Disorders Voice Disorders - complications Voice Disorders - diagnosis Voice Disorders - therapy |
| title | Treating Voice Disorders in the School-Based Setting: Working Within the Framework of IDEA |
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