Considering Breadth of Speech-Sound Disorders’ Impact When Determining Eligibility

5th January, 2024

[Source: LeaderLive]

Ethan, an 8-year-old second-grader says, “I love to wead, gaaden, and watch TV during fwee-time at home. When I gwow up, I want to become an ayafos pilot.”

Ethan can produce all phonemes except the /r/ in words/phrases/sentences and conversational speech, and his connected speech is 95% intelligible. He is a gifted and talented student who scores in the 98th percentile on reading and math assessments and 100% on his weekly spelling tests.

Does Ethan meet the eligibility criteria for special education speech-language treatment? Does he need speech-language treatment, particularly if the school district’s response-to-intervention (RTI) model does not include interventions for speech-sound development? What does Ethan need, regardless of special education eligibility guidelines?

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