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Learn how to quickly and easily identify students with disabilities in your classroom!
If you're a general education teacher with little or no experience in special education, identifying children and adolescents with potential disabilities may seem an impossible task. Until now! Drawing from her experience as an educational psychologist, and general education and special education teacher, Glynis Hannell offers guidelines to help you quickly recognize and categorize the specific characteristics of autism spectrum disorders, emotional-behavioral disorders, cognitive disabilities, speech or language impairment, health-related disabilities, and more.
Using the practical checklists and resources in this guide, teachers can quickly and accurately gather key information to determine whether or not individual students need specialized assessment, attention, and services while complying with ...
Chapter 8: Speech or Language Impairment
Speech or Language Impairment
There is one checklist in this section:
- Language Impairment
Definition of Speech or Language Impairment: Individuals with Disabilities Education Act (IDEA)
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance. (Sec. 300.7)
How to Use the Checklist
Complete the Checklist
Fill in the administrative details at the top of the form.
Consider each item in turn. Record your subjective evaluation of the extent to which that item applies to the student.
[Page 124]Add any additional comments or qualifications in the space provided at the end of the questionnaire.
Interpret the Checklist
The checklist is a screening instrument, and the ratings that you have selected reflect your observations of the child ...