Perspectives on School-Based Issues

From the Coordinator

Freiberg, C. — 2012-04-05T11:00:53-07:00

Literacy, Common Core State Standards and the School-Based Speech/Language Pathologist: Making Sense of It All: A Pilot Project Conducted by the ASHA Special Interest Group 16 Ad Hoc Committee on Literacy Assessment

Schraeder, T. — 2012-04-05T11:00:53-07:00

This pilot project was conducted by the ASHA Special Interest Group (SIG) 16 Ad Hoc Committee on Literacy Assessment: Trici Schraeder (Chair), Cornelia Cave, Barbara Decker, SallyAnn Giess, and Martha Testa. Christine Freiberg, SIG 16 coordinator and SIG 16 coordinating committee members Ruth Callahan and Judy Rudebusch served as the monitors. The project was approved by ASHA Staff. The ASHA SIG 16 Ad Hoc Committee on Literacy Assessment acknowledges the work of the Council of Chief State School Officers and National Governors Association Center for Best Practice for creating the Common Core State Standards.

Unpacking the Standards for Intervention

Power-deFur, L., Flynn, P. — 2012-04-05T11:00:53-07:00

The role of the speech-language pathologist to enable the academic success of students with speech-language impairments using the standards and general curriculum is well established (Haskell, 2004; Power-deFur, 2010; Wallach, 2008). The Common Core Standards Initiative (2011a) emphasizes that "students with disabilities...must be challenged to excel within the general curriculum" (p. 1). The key for the success of students with disabilities is how special education professionals use the standards to enable the success of students with disabilities. The purpose of this article is to provide an approach for using the standards to identify appropriate targets and design intervention.

From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial

Rudebusch, J. — 2012-04-05T11:00:53-07:00

Clinicians can use the Common Core State Standards (2010) along with requirements in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) to create conditions that support standards-based goals and objectives in a student's individualized education program (IEP). The IEP is the blueprint for speech-language pathology services provided to and on behalf of students with disabilities that allow them to participate in and make progress in the general curriculum (American Speech-Language-Hearing Association [ASHA], 2007). The IEP is written to meet the unique needs of the individual child and to delineate the specially designed instruction the child needs to make progress in meeting grade level or course standards. School-based speech-language pathologists are important IEP team members as educators move into a system that uses IEP development as a problem-solving tool rather than a listing of skills that will be taught to the student with disabilities.