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•  How do you provide services ifif your district does not have enoughenough personnel with appropriate training or experience to serve students with severe disabilities?

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•IsI itit toottoo latellatte toto dod communicationcommuniicaatition trainingtraiiniing afterafftter age 22?22?

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•  How do IQIQ tests take into account speech delays?delays?

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•  HHowow can I hhelpelp provprovidersiders ununderstandderstand mmyy cchildhild anandd encouraencouragege communcommunication,ication, as s/hes/he transitions to newnew classescllasses at tthbii thethe beginningbeginning ofo fthhlf thethe schoolschool year?year??

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•WhatWhat are the recommended assessment and intervention strategies for individuals with Down syndrome?syndrome?

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•  Does oral motor treatment helphelp with speechspeech and communication development?development? 4      )      .

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•  Does a school’s obligationobligation to provideprovide AT devices/servicesdevices/services mean that the district alwaysalways payspays forfor them?them?

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Accessing services: Assessmentsment and EligibilityEligibility Fundingg issues in serviceservice delivery • Types of services available •  Need/qualification • Assessment of severe ID •  Communication services •  Lack of services/resources •  Medicare/Medicaid •  Eligibility (age, cognition)

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•  CanCan childrenchildren withwiith severe disabilitiesdisabilities learnlearn toto readreadd or write?write??

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•  Who would I contact to learn more about AAC? •  Basics of AACAC •  Does the child have to understand the symbols on the device before I put them there?

•  How do youyou decide what kind ofof symbolssymbols or AACAAC device to use?use?

•  How do I decide whether a highhigh technologytechnology or low technologytechnology communication device is better?

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• "  000            % • "           *   S   * # .  . 00  0   *1 $% • "     .              % • "  0.   .       ..         <   . % :4HH Admission/Discharge Criteria in Speech-Language Pathology Ad Hoc Committee on Admission/Discharge Criteria in Speech-Language Pathology (ASHA, 2004)

About this Document This guideline document is an official statement of the American Speech-Language- Hearing Association (ASHA). The ASHA Scope of Practice states that the practice of speech-language pathology includes making admission and discharge decisions. The ASHA Preferred Practice Patterns are statements that define universally applicable characteristics of speech-language pathology practice. The guidelines within this document fulfill the need for more specific procedures and protocols for serving individuals with speech, language, communication, or feeding and swallowing disorders across all settings. It is required that individuals who practice independently in this area hold the Certificate of Clinical Competence in Speech-Language Pathology and abide by the ASHA Code of Ethics, including Principle of Ethics II Rule B, which states: “Individuals shall engage in only those aspects of the professions that are within the scope of their competence, considering their level of education, training, and experience.” Admission and discharge criteria originally were prepared by the Ad Hoc Committee on Admission/Discharge Criteria in Speech-Language Pathology . . . .In 2002, with input from the National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) and Tables Discharge Flow Chart

Figure 1

Admission/Discharge Criteria in Speech Language Pathology, ASHA 2004

http://www.asha.org/docs/html/GL2004-00046.html =   D4 www.asha.org/njc

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