IDEA covered services....(speech is covered)

[Guest guest]

I copied this from the following website and I wanted to post it for everyone,

in order to clarify that verbal apraxia does fall under e speech category:

http://eric.hoagiesgifted.org/e560.html

--------------------------------------------------------------------------------

ERIC EC Digest #E560

Authors: Bernadette Knoblauch and Barbara Sorenson

April 1998

--------------------------------------------------------------------------------

During 1995-1996, 5,796,833 children in the United States ages 0-21 received

special education and related services under IDEA, Part B and Part H.

What Disabilities Entitle A Child To Special Education?

The Education for All Handicapped Children Act (P.L. 94-142) of 1975 and the

Individuals with Disabilities Education Act (IDEA) (P. L. 101-476) identified

specific categories of disabilities under which children may be eligible for

special education and related services. As defined by IDEA, the term " child with

a disability " means a child:

with mental retardation, hearing impairments (including deafness), speech or

language impairments, visual impairments (including blindness), serious

emotional disturbance, orthopedic impairments, autism, traumatic brain injury,

other health impairments, or specific learning disabilities; and

who, by reason thereof, needs special education and related services.

The most recent legislation, the IDEA Amendments of 1997 (P.L. 105-17), allows

states and local education agencies to apply the term " developmental delay " for

children ages 3-9. Previously, this definition applied to children ages 3-5.

For children ages 3 through 9, the term " child with a disability " may, at the

discretion of the state and the local education agency, include children who are

experiencing developmental delays in one or more of the following areas:

physical development, cognitive development, communication development, social

or emotional development, or adaptive development. . . .

Thus, children must meet two criteria in order to receive special education: (1)

the child must have one or more of the disabilities listed below, and (2) he or

she must require special education and related services. Not all children who

have a disability require special education; many are able to and should attend

school without any program modifications. Following are the disabilities

included in the definition.

Autism: A developmental disability significantly affecting verbal and nonverbal

communication and social interaction, generally evident before age 3, that

adversely affects a child's educational performance. Other characteristics often

associated with autism are engagement in repetitive activities and stereotyped

movements, resistance to environmental change or change in daily routines, and

unusual responses to sensory experiences. The term does not apply if a child's

educational performance is adversely affected primarily because the child has a

serious emotional disturbance as defined below. Autism was added as a separate

category of disability in 1990 under P.L. 101-476. This was not a change in the

law so much as it is a clarification. Students with autism were covered by the

law previously, but now the law identifies them as a separate and distinct class

entitled to the law's benefits.

Deafness: A hearing impairment so severe that the child cannot understand what

is being said even with a hearing aid.

Deaf-blindness: A combination of hearing and visual impairments causing such

severe communication, develop-mental, and educational problems that the child

cannot be accommodated in either a program specifically for the deaf or a

program specifically for the blind.

Hearing impairment:An impairment in hearing, whether permanent or fluctuating,

that adversely affects a child's educational performance but that is not

included under the definition of deafness as listed above.

Mental retardation: Significantly subaverage general intellectual functioning

existing concurrently with deficits in adaptive behavior. And manifested during

the developmental period that adversely affects a child's educational

performance.

Multiple disabilities: A combination of impairments (such as mental

retardation-blindness, or mental retardation-physical disabilities) that causes

such severe educational problems that the child cannot be accommodated in a

special education program solely for one of the impairments. The term does not

include deaf-blindness.

Orthopedic impairment: A severe orthopedic impairment that adversely affects

educational performance. The term includes impairments such as amputation,

absence of a limb, cerebral palsy, poliomyelitis, and bone tuberculosis.

Other health impairment: Having limited strength, vitality, or alertness due to

chronic or acute health problems such as a heart condition, rheumatic fever,

asthma, hemophilia, and leukemia, which adversely affect educational

performance.

Serious emotional disturbance: A condition exhibiting one or more of the

following characteristics, displayed over a long period of time and to a marked

degree that adversely affects a child's educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or

health factors

An inability to build or maintain satisfactory interpersonal relationships with

peers or teachers

Inappropriate types of behavior or feelings under normal circumstances

A general pervasive mood of unhappiness or depression

A tendency to develop physical symptoms or fears associated with personal or

school problems.

This term includes schizophrenia, but does not include students who are socially

maladjusted, unless they have a serious emotional disturbance. P.L. 105-17, the

IDEA Amendments of 1997, changed " serious emotional disturbance " to " emotional

disturbance. " The change has no substantive or legal significance. It is

intended strictly to eliminate any negative connotation of the term " serious. "

Specific learning disability: A disorder in one or more of the basic

psychological processes involved in understanding or in using language, spoken

or written, that may manifest itself in an imperfect ability to listen, think,

speak, read, write, spell, or do mathematical calculations. This term includes

such conditions as perceptual disabilities, brain injury, minimal brain

dysfunction, dyslexia, and developmental aphasia. This term does not include

children who have learning problems that are primarily the result of visual,

hearing, or motor disabilities; mental retardation; or environmental, cultural

or economic disadvantage.

Speech or language impairment: A communication disorder such as stuttering,

impaired articulation, language impairment, or a voice impairment that adversely

affects a child's educational performance.

Traumatic brain injury: An acquired injury to the brain caused by an external

physical force, resulting in total or partial functional disability or

psychosocial impairment, or both, that adversely affects a child's educational

performance. The term applies to open or closed head injuries resulting in

impairments in one or more areas, such as cognition; language; memory;

attention; reasoning; abstract thinking; judgment; problem-solving; sensory,

perceptual and motor abilities; psychosocial behavior; physical functions;

information processing; and speech. The term does not apply to brain injuries

that are congenital or degenerative, or brain injuries induced by birth trauma.

As with autism, traumatic brain injury (TBI) was added as a separate category of

disability in 1990 under P.L. 101-476.

Visual impairment, including blindness: An impairment in vision that, even with

correction, adversely affects a child's educational performance. The term

includes both partial sight and blindness.

[Guest guest]

 

This is from Ohio Department of Education website - Special Education Preschool

 

Eligibility

A child is not eligible for services if the determining factor is lack of

instruction in reading or math (or in the case of preschool, the prerequisites

for literacy and numeracy) or limited English proficiency (Rule 3301-51-06(E)).

For preschool, the disability is not solely the result of environmental,

cultural, or economic factors. The disability must have an adverse affect upon

normal development and functioning (Rule 3301-51-06(F)4)©).

A preschool child is determined eligible for preschool special education

services (Rule 3301-51-06(E)(3)) if there is a sufficient deficit in one area or

two areas of development. Cognitive ability and adaptive behavior do not stand

alone as a deficit, but in conjunction with other areas of development to

prevent cultural bias or misidentification. A child is eligible for preschool

special education if:

• There is documented deficit in one or more of the following areas:

o Communication skills including form, content and use of language but not

solely in speech articulation or phonology [Phonology doc];

o Hearing abilities;

o Motor abilities;

o Social-emotional/behavioral functioning; or

o Vision abilities, OR

• A deficit in cognitive ability with one or more of above areas or a

documented deficit in adaptive

behavior, OR

• A deficit in adaptive behavior with one or more of above areas or a

documented deficit in

cognitive ability.

From: <agirlnamedsuess@...>

Subject: [ ] IDEA covered services....(speech is covered)

Date: Sunday, March 15, 2009, 6:33 PM

I copied this from the following website and I wanted to post it for everyone,

in order to clarify that verbal apraxia does fall under e speech category:

http://eric. hoagiesgifted. org/e560. html

------------ --------- --------- --------- --------- --------- -

ERIC EC Digest #E560

Authors: Bernadette Knoblauch and Barbara Sorenson

April 1998

------------ --------- --------- --------- --------- --------- -

During 1995-1996, 5,796,833 children in the United States ages 0-21 received

special education and related services under IDEA, Part B and Part H.

What Disabilities Entitle A Child To Special Education?

The Education for All Handicapped Children Act (P.L. 94-142) of 1975 and the

Individuals with Disabilities Education Act (IDEA) (P. L. 101-476) identified

specific categories of disabilities under which children may be eligible for

special education and related services. As defined by IDEA, the term " child with

a disability " means a child:

with mental retardation, hearing impairments (including deafness), speech or

language impairments, visual impairments (including blindness), serious

emotional disturbance, orthopedic impairments, autism, traumatic brain injury,

other health impairments, or specific learning disabilities; and

who, by reason thereof, needs special education and related services.

The most recent legislation, the IDEA Amendments of 1997 (P.L. 105-17), allows

states and local education agencies to apply the term " developmental delay " for

children ages 3-9. Previously, this definition applied to children ages 3-5.

For children ages 3 through 9, the term " child with a disability " may, at the

discretion of the state and the local education agency, include children who are

experiencing developmental delays in one or more of the following areas:

physical development, cognitive development, communication development, social

or emotional development, or adaptive development. . . .

Thus, children must meet two criteria in order to receive special education: (1)

the child must have one or more of the disabilities listed below, and (2) he or

she must require special education and related services. Not all children who

have a disability require special education; many are able to and should attend

school without any program modifications. Following are the disabilities

included in the definition.

Autism: A developmental disability significantly affecting verbal and nonverbal

communication and social interaction, generally evident before age 3, that

adversely affects a child's educational performance. Other characteristics often

associated with autism are engagement in repetitive activities and stereotyped

movements, resistance to environmental change or change in daily routines, and

unusual responses to sensory experiences. The term does not apply if a child's

educational performance is adversely affected primarily because the child has a

serious emotional disturbance as defined below. Autism was added as a separate

category of disability in 1990 under P.L. 101-476. This was not a change in the

law so much as it is a clarification. Students with autism were covered by the

law previously, but now the law identifies them as a separate and distinct class

entitled to the law's benefits.

Deafness: A hearing impairment so severe that the child cannot understand what

is being said even with a hearing aid.

Deaf-blindness: A combination of hearing and visual impairments causing such

severe communication, develop-mental, and educational problems that the child

cannot be accommodated in either a program specifically for the deaf or a

program specifically for the blind.

Hearing impairment:An impairment in hearing, whether permanent or fluctuating,

that adversely affects a child's educational performance but that is not

included under the definition of deafness as listed above.

Mental retardation: Significantly subaverage general intellectual functioning

existing concurrently with deficits in adaptive behavior. And manifested during

the developmental period that adversely affects a child's educational

performance.

Multiple disabilities: A combination of impairments (such as mental retardation-

blindness, or mental retardation- physical disabilities) that causes such severe

educational problems that the child cannot be accommodated in a special

education program solely for one of the impairments. The term does not include

deaf-blindness.

Orthopedic impairment: A severe orthopedic impairment that adversely affects

educational performance. The term includes impairments such as amputation,

absence of a limb, cerebral palsy, poliomyelitis, and bone tuberculosis.

Other health impairment: Having limited strength, vitality, or alertness due to

chronic or acute health problems such as a heart condition, rheumatic fever,

asthma, hemophilia, and leukemia, which adversely affect educational

performance.

Serious emotional disturbance: A condition exhibiting one or more of the

following characteristics, displayed over a long period of time and to a marked

degree that adversely affects a child's educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or

health factors

An inability to build or maintain satisfactory interpersonal relationships with

peers or teachers

Inappropriate types of behavior or feelings under normal circumstances

A general pervasive mood of unhappiness or depression

A tendency to develop physical symptoms or fears associated with personal or

school problems.

This term includes schizophrenia, but does not include students who are socially

maladjusted, unless they have a serious emotional disturbance. P.L. 105-17, the

IDEA Amendments of 1997, changed " serious emotional disturbance " to " emotional

disturbance. " The change has no substantive or legal significance. It is

intended strictly to eliminate any negative connotation of the term " serious. "

Specific learning disability: A disorder in one or more of the basic

psychological processes involved in understanding or in using language, spoken

or written, that may manifest itself in an imperfect ability to listen, think,

speak, read, write, spell, or do mathematical calculations. This term includes

such conditions as perceptual disabilities, brain injury, minimal brain

dysfunction, dyslexia, and developmental aphasia. This term does not include

children who have learning problems that are primarily the result of visual,

hearing, or motor disabilities; mental retardation; or environmental, cultural

or economic disadvantage.

Speech or language impairment: A communication disorder such as stuttering,

impaired articulation, language impairment, or a voice impairment that adversely

affects a child's educational performance.

Traumatic brain injury: An acquired injury to the brain caused by an external

physical force, resulting in total or partial functional disability or

psychosocial impairment, or both, that adversely affects a child's educational

performance. The term applies to open or closed head injuries resulting in

impairments in one or more areas, such as cognition; language; memory;

attention; reasoning; abstract thinking; judgment; problem-solving; sensory,

perceptual and motor abilities; psychosocial behavior; physical functions;

information processing; and speech. The term does not apply to brain injuries

that are congenital or degenerative, or brain injuries induced by birth trauma.

As with autism, traumatic brain injury (TBI) was added as a separate category of

disability in 1990 under P.L. 101-476.

Visual impairment, including blindness: An impairment in vision that, even with

correction, adversely affects a child's educational performance. The term

includes both partial sight and blindness.