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Disability Determination process separate from educational processes

Problem-solving process used throughout school improvement efforts (planning in district, schools, groups of students, or individual students beginning with general education intervention i.e. Tier I, II ,II)

No attempt to assist students prior to referral for special education

General education intervention plans devised by intervention teams and implemented with primary purpose to intervene early and pre-empt school failure

Treat disability outside of educational context

Educational context guides intervention; general education is supported within services provided by SLP

Assessment battery prescribed and focused on student learner

Assessment data collection driven by concerns for the student expectations of curriculum, instruction, and classroom environments

Arbitrary application of psychometric data

Determination of need and services based on curriculum and district standards

S/L services provided solely by SLP (specialist model)

SLPs and other service providers form a continuum of services delivery model options (SLP a s collaborator, facilitator of service delivery)

Perceives SLPscaseload as the number of students served in direct intervention

SLPs workload determined by analyzing all of the responsibilities required to ensure that students receive appropriate quantity and quality of services under NCLB and IDEA 2004

Standard services time arbitrarily used for most student

Research basis for individualized serve time and delivery; use of options in service continuum

Standard assessment battery unilaterally determined by SLP

Team considers existing data and determines if additional information is needed

Evaluation and IEP Teams functioned as autonomous disciplines

Validation of interdependence of team members; team make decisions, not individuals

Goals and objectives were discipline specific

Integrated goals and objectives written based on present level of educational performance and family/curriculum expectations

Family members role as recipient of information presented by professionals

Family members role as active participant in educational planning

Focus on mechanics of language and communication

Focus on educational outcomes, quality , and efficacy

Delivery models failed to support intent of LRE

LRE is supported by interventions driven by curriculum and classroom needs

Language and learning are linked

Language and learning are interdependent

Parents and general education teachers are passive members of the team

Parents and general education teachers are active members of the process, beginning with general education intervention through evaluation, IEP, services, and placement decision

Staff development is perceived as an add-on, a bonus

Realization that in order to impact educational results for students, SLPs and their employers must commit to on-going results-based professional learning

Interventions and therapy activities are chosen by the SLP from an array of suggestions

Use of peer-reviewed research services and interventions are expected and required by law (IDEA 2004)