Review of Criteria for the EAP Disability Category of Speech-Language Impairment (SLI)

1. Review of Criteria for the EAP Disability Category of Speech-Language Impairment(SLI) 2009

2. Key Issues • Terminology • Definition • Criteria • Forms Education Adjustment Program

3. Terminology • Many options considered for the name of the category • Outcome: no change • Speech-Language Impairment retained as name of the disability category Education Adjustment Program

4. Definition of SLI (until 26 June 2009) • A speech-language impairment involves the neurological, cognitive and/or physical structures and functions specific to speech-language processing. • The impairment relates to a student’s capacity in speech/language comprehension and/or production that significantly impacts on the student’s educational progress compared with their age cohort. Education Adjustment Program

5. Definition of SLI(from 29 June 2009) Speech-Language Impairment is a Department of Education and Training category for identifying students requiring significant education adjustments as a result of having a severe ongoing primary spoken communication disorder. Education Adjustment Program

6. Existing Criteria (until 26 June 2009) Criterion 1 Evidence of an ongoing history of a poor performance in speech and/or language. Criterion 2 Descriptive evidence and analysis of the student’s speech and language demonstrate a significant reduction of the student’s performance in learning, communication and/or interacting socially. This includes documentation of the range of educational interventions provided and outcomes achieved. Criterion 3 Scores obtained from standardised individually administered assessment measures of expressive and/or receptive language development are at least 2 standard deviations below the mean. Where standardised assessments are inappropriate, reliance will be placed on the descriptive evidence and analysis as outlined in Criterion 2. Criterion 4 The student’s educational functioning cannot be accounted for by: Cognitive ability, Socio-cultural factors, Hearing Impairment, Autism Spectrum Disorder, Social/emotional factors, Intellectual Impairment Physical Impairment, Vision Impairment Education Adjustment Program

7. Revised Criteria(from 29 June 2009) Criterion 1 Impairment + Criterion 2 Activity limitations/ participation restrictions = Disability Education Adjustment Program

8. Revised Criteria(from 29 June 2009) • Criterion 1: There is a severe ongoing primary spoken communication disorder. (This encompasses understanding and using spoken communication.) • Criterion 2: The identified severe ongoing primary spoken communication disorder results in activity limitations and participation restrictions for the student at school requiring significant education adjustments. Education Adjustment Program

9. Criterion 1 • Ongoing history of poor performance in spoken communication • Scores on current assessments at least 2 standard deviations below the mean • Descriptive evidence and analysis • Response to appropriately targeted intervention in speech and language Education Adjustment Program

10. Criterion 1 • Spoken communication disorder is distinguished from disorders that are attributable to: • Intellectual Impairment • Hearing Impairment • Physical Impairment • Vision Impairment • Autism Spectrum Disorder • Current cognitive functioning • Social-emotional factors • Socio-cultural factors Education Adjustment Program

11. Criterion 2 • Descriptive evidence of how the identified severe, ongoing, primary spoken communication disorder results in activity limitations and participation restrictions requiring significant education adjustments. Education Adjustment Program

12. Verification Form • PART A: Student Details • PART B: Evidence Supporting Verification • Speech-Language Pathologist Proposal & School Team Statement • Evidence for Criterion 1(impairment) • similar to previous form • Evidence for Criterion 2 (activity limitations and participation restrictions) • common form • Profession-Specific Quality Assurance and Decision Making • PART C: Principal Request Education Adjustment Program

13. Form:Evidence Supporting Verification PART B: • Speech-Language Pathologist Proposal & School Team Statement • Evidence for Criterion 1(impairment) • similar to previous form • Evidence for Criterion 2 (activity limitations and participation restrictions) • common form • Profession-Specific Quality Assurance and Decision Making Education Adjustment Program

14. Quality Assurance • Profession-Specific Quality Assurance and Decision Making section of form • Must be completed for ALL verification requests: • Initial verifications • Review • Removal • Change of category Education Adjustment Program

15. Review of Verification • Most students identified in the disability category of SLI will require review of verification throughout their years of schooling • School follows same steps as the initial verification using current information for the student Education Adjustment Program

16. Removal and Changing from Category • School follows same steps as the initial verification using current information for the student • Use the same verification form • Include all data in Criteria 1 and 2 relevant to the decision • Include any relevant attachments Education Adjustment Program

17. Further Information EAP Website http://education.qld.gov.au/students/disabilities/adjustment/ Gateway to Educational Adjustments and Programming http://elearn.eq.edu.au/webapps/portal/frameset.jsp Gateway Registration Information http://education.qld.gov.au/lpas/public/community/ViewCommunity.aspx?CommunityId=2862 Education Adjustment Program