Treating voice disorders in the school-based setting: Working within the framework of IDEA

    Authors

    B. H. Ruddy;C. M. Sapienza

    Comments

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    Abbreviated Journal Title

    Lang. Speech Hear. Serv. Sch.

    Keywords

    child; voice disorder; IDEA; treatment; education; Linguistics; Rehabilitation

    Abstract

    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.

    Journal Title

    Language Speech and Hearing Services in Schools

    Volume

    35

    Issue/Number

    4

    Publication Date

    1-1-2004

    Document Type

    Article

    Language

    English

    First Page

    327

    Last Page

    332

    WOS Identifier

    WOS:000224661000006

    ISSN

    0161-1461

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