School vs Clinic vs Private

Explore some differences & similarities between private speech therapy services and school-based speech therapy services:

PAYMENT

ELIGIBILITY

Schools

To receive services, students must demonstrate (1) presence of a disability*, AND (2) evidence that the disability negatively affects educational performance**, AND (3) evidence that the student requires specialized instruction to make progress and participate.***

*Students must meet the specific criteria of one of 13 Disability Categories defined by the Individuals with Disabilities Education Act (e.g. speech & language impairment, specific learning disability, Autism, Hearing Impairment, etc.).

**Educational performance includes progress in academic work as well as functional performance and participation in interpersonal activities or extracurricular and non-academic activities.

***For example, a student may have a visual deficit (meeting criteria #1), but they have glasses that address the condition so educational performance is not negatively affected (criteria #2) and specialized instruction is not required (criteria #3). This student would not require, be eligible for, or receive special education services.

SERVICE PROVIDERS

GROUP SIZES

Note: Sometimes group therapy gets a bad rap. Although it isn't best for all student needs, groups run well actually provide excellent opportunities for peer modeling and interactions which can speed progress and/or increase engagement :)

DISCHARGE

Schools

Initial eligibility does not necessarily mean a student will receive special education services indefinitely. At least every three years), data will be reviewed and the student will be re-evaluated as needed, to determine if services are still warranted. Dismissal from services is a team decision. The ultimate goal is maximized communication for maximized participation (not necessarily “perfect” communication). Potential reasons for discharge include:

• • • Goals have been met: the disorder has been remediated or compensatory strategies have been established.

    • A speech-language impairment continues to exist but is not longer impacting educational performance.

    • The student/parents decide to not participate in treatment (called a Revocation of Services).

    • The student demonstrates behavior that interferes with improvement or participation in therapy (provided efforts to address the behavior have been unsuccessful).

    • The student is unable to tolerate treatment because of a serious medical, psychological, or other condition.

    • Speech/language services are no longer needed. Examples:

      • Deficits can be managed through classroom accommodations/modifications

      • Services no longer result in measurable benefit after multiple modifications have been attempted

      • Extenuating medical/dental limitations limit the student’s potential to achieve goals; therapy may not remediate the disorder/impairment

      • Functional communication has been achieved

      • Student’s deficits are being managed by another service provider (e.g. a job coach) and SLP services are not needed as a related service.

Talk to your team or provider for individualization/clarification about this information. We are here to help!