From the Coordinator Welcome new affiliates…. and to our current affiliates, each and every one of you is a valued Division 16 affiliate! “Adverse effect,” per the Individual Disabilities Education Act (IDEA), is a much-debated issue in schools across the country. Although not the intent of the IDEA, the school-based speech-language pathologist is ... Coordinator's Column
Coordinator's Column  |   July 01, 2002
From the Coordinator
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School-Based Settings / Coordinator's Column
Coordinator's Column   |   July 01, 2002
From the Coordinator
SIG 16 Perspectives on School-Based Issues, July 2002, Vol. 3, 1-3. doi:10.1044/sbi3.2.1
SIG 16 Perspectives on School-Based Issues, July 2002, Vol. 3, 1-3. doi:10.1044/sbi3.2.1
Welcome new affiliates…. and to our current affiliates, each and every one of you is a valued Division 16 affiliate!
“Adverse effect,” per the Individual Disabilities Education Act (IDEA), is a much-debated issue in schools across the country. Although not the intent of the IDEA, the school-based speech-language pathologist is frequently asked to substantiate the adverse effect of a student’s communication disorder (defined by the IDEA as “stuttering, impaired articulation, a language impairment, or voice impairment”) on his/her education performance. In many school districts, we are challenged to qualify a deserving student with a communication impairment for special education services based on adverse effect. Our Editor, Frances Block, suggested adverse effect as a topic, since it affects all of us at the grassroots level. I think you will enjoy the articles in this newsletter issue that will address a myriad of situations and rationales we can implement in advocating for students who need our services.
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