Adverse Effects? The Impact of Disability on Student Education The renewal of IDEA in 1997 brought new aspects to consider when developing an Individual Education Plan (IEP) for students with disabilities. One new “wrinkle” was to indicate on the IEP the adverse effects that the disability had on the student’s ability to make educational progress. In the area of ... Article
Article  |   July 01, 2002
Adverse Effects? The Impact of Disability on Student Education
Author Affiliations & Notes
  • Judith Porter
    Cabazon Elementary and State Preschools, Cabazon, CA
Article Information
Speech, Voice & Prosodic Disorders / School-Based Settings / Professional Issues & Training / Speech, Voice & Prosody / Articles
Article   |   July 01, 2002
Adverse Effects? The Impact of Disability on Student Education
SIG 16 Perspectives on School-Based Issues, July 2002, Vol. 3, 22-23. doi:10.1044/sbi3.2.22
SIG 16 Perspectives on School-Based Issues, July 2002, Vol. 3, 22-23. doi:10.1044/sbi3.2.22
The renewal of IDEA in 1997 brought new aspects to consider when developing an Individual Education Plan (IEP) for students with disabilities. One new “wrinkle” was to indicate on the IEP the adverse effects that the disability had on the student’s ability to make educational progress. In the area of phonology and articulation, it seemed clear, if one can’t talk clearly, one’s education was compromised, right? How does one indicate, “proof” on the IEP?
When a student with phonological challenges exhibits multiple errors and lacks speech clarity, the general education teacher may provide helpful information. During a recent IEP meeting, the student’s classroom teacher remarked that she couldn’t tell if the student’s reading errors were the result of “misreading” or speech problems. Adverse effects would indicate that the lack of clarity/intelligibility affected defining and understanding a student’s reading ability.
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