Www.bismarckschools.org



ARTICULATION/PHONOLOGICAL IMPAIRMENT WORKSHEETDetermination of Disability: (Student’s name) meets special education eligibility under the category of Articulation/Phonological Impairment. Based on the team’s assessment, (Student”s name) is in need of special education services due to the level, condition, and educational impact of the impairment.Qualifying Criteria:The team shall determine that a student is eligible for special education services in the area of Articulation/Phonological Impairment when a student’s total score on the ND Guidelines Articulation Severity Rating Scale indicates a Moderate (7-9 points) or Severe (10-12 points) level impairment. Contributing factors to the scale’s total scores include: a measures of intelligibility OR percent consonants correct, an assessment of speech sounds, an assessment of phonological processes, and social/emotional impact. Intelligibility OR Percent Consonants Correct (Age 5+):[ ] 90% or more OR 85-100% = typical – (0 pts.)[ ] 80-90% OR 65-84% = mild – (1 pt.)[ ] 70-80% OR 50-64% = moderate – (2 pts.) [ ] less than 70% OR 0-49% = severe – (3 pts.)Assessment of Speech Sounds: [ ] 86-100+ (50%ile) – (0 pts.)[ ] 78-85 (16%ile) – (1 pt.)[ ] 70-77 (7%ile) – (2 pts.)[ ] Less than 70 (2%ile) – (3 pts.)Assessment of Phonological Processes:[ ] No processes in error – (0 pts.)[ ] One or more of the following error processes occur in 40% or more available opportunities: (glides of liquids; cluster reductions with /l/, /r/, /w/; vowelization of post-vocalic liquids (/r/, /l/) – (1 pt.)[ ] One or more of the following error processes occur in 40% or more of available opportunities: (weak syllable deletion, cluster reduction with /w/, fronting of velars); Presence of Level 1 processes at 20% or greater – (2 pts.)[ ] One or more of the following error processes occur in 40% or more of available opportunities: (initial consonant deletion; final consonant deletion; stopping; depalatization of final singletons); Presence of Level 1 and/or 2 processes at 15% or greater – (3pts.) Stimulability:[ ] 90% of the sound errors are stimulable – (0 pts.)[ ] 60-89% of the sound errors are stimulable -- (1 pt.) [ ] 50-59% of the sound errors are stimulable – (2 pts.) [ ] Less than 50% of the sound errors are stimulable – (3 pts.) Educational Impact:[ ] Articulation skills are adequate for the student’s participation in educational settings – (0 pts.)[ ] Articulation skills are developing and can be addressed in the general educational settings – (1 pt.)[ ] Articulation skills have an effect on the student’s ability to participate in educational settings – (2 pts.)[ ] Articulation skills have a significant impact on the student’s ability to participate in educational settings – (3 pts.)Severity Level:Data for Determining Eligibility was gathered from (List multiple resources; Not all may apply):[ ] Speech sample[ ] Contextual probe [ ] Structured observation[ ] Classroom work[ ] Other curriculum/academic results[ ] Standardized test(s)[ ] Teacher/Child/Parent reports, interviews, or checklistsNOTE: Teacher, child, and parent reports, interviews, or checklists are not sufficient evidence by themselves and must be supported with additional data. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download