Incorporating State Standards in Language Intervention The Individuals with Disabilities Education Act (IDEA, 1997) requires special educators, including speech-language pathologists, to develop individualized educational goals linked to general educational curriculum to be implemented for eligible students in the least restrictive educational environment. More recently, the No Child Left Behind (NCLB) Act required that all students, ... Article
Article  |   June 01, 2004
Incorporating State Standards in Language Intervention
Author Affiliations & Notes
  • Allison M. Haskill
    Department of Communication Sciences and Disorders, Augustana College, Rock Island, IL
Article Information
School-Based Settings / Language Disorders / Articles
Article   |   June 01, 2004
Incorporating State Standards in Language Intervention
SIG 16 Perspectives on School-Based Issues, June 2004, Vol. 5, 3-7. doi:10.1044/sbi5.2.3
SIG 16 Perspectives on School-Based Issues, June 2004, Vol. 5, 3-7. doi:10.1044/sbi5.2.3
The Individuals with Disabilities Education Act (IDEA, 1997) requires special educators, including speech-language pathologists, to develop individualized educational goals linked to general educational curriculum to be implemented for eligible students in the least restrictive educational environment. More recently, the No Child Left Behind (NCLB) Act required that all students, including those in special education, receive a public education guided by a set of educational standards generated by each individual state (NCLB §1001[3]). The purpose of this article is to present strategies and suggestions for incorporating state standards in language intervention for school-age children with communication impairments.
The “Accountability” provision of NCLB requires states that receive federal education funds to develop curriculum-based learning standards for Science, Math, and Reading/Language Arts for grades 3–8. Many states in addition have developed standards for students in grade levels beyond 3–8 and standards that address content areas such as social studies and health.
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