|
Get Access Schools delivered to your e-mail inbox! Send a blank e-mail with the word "subscribe" in the subject line to Access-Schools-request@lists.asha.org.
Headlines | Featured Question | Upcoming ASHA Events
Maintaining Certification | Earn CEUs
Access Schools addresses the specific needs of school-based speech-language pathologists. We hope this bimonthly update during the school year is informative, practical, and easy to use. This e-newsletter is designed to inform you of upcoming events and current trends to help you succeed in the schools.
ASHA...working to keep you connected.
Headlines
- Take Action! Write your state representative to ask for support of Student Loan Forgiveness for SLPs (member benefit)
IDEA '04 Reauthorization Update Summaries – read ASHA's latest analysis of the major points from the Individuals with Disabilities Improvement Act of 2004: (member benefit )
- IDEA '04 Reauthorization Update Summaries (member benefits)
Read ASHA's latest analysis of the major points from the Individuals with Disabilities Improvement Act of 2004:
- Early Intervening
Early intervening services may decrease unnecessary referral to special education for struggling children who can benefit from modified instructional techniques, short-term remediation, or hearing assistive technology. It may also deter over-referrals to special education, especially of students who are minorities and English language learners (ELL); have minimal or fluctuating hearing loss; or have other listening problems. Providing pre-referral services allows SLPs and audiologists to work with a wider range of students, including those who have not been identified as speech and language-disordered or hard of hearing. It may provide an opportunity to demonstrate the value of speech-language and audiology services in the general education environment and demonstrate expertise, especially in the area of literacy instruction.
- Birth to Six Program
IDEA'04 allows states to extend their current Part C birth to three program through age six using both Part C and Part B Section 619 funding but without the guarantees and protections of Part B. States must develop and implement this program jointly through a lead agency and the state educational agency.
- Specific Learning Disabilities
Based on policy and procedure established by the LEA, SLPs involved in determining whether a child has a specific learning disability are not required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, or reading comprehension. As an alternative to using the IQ-achievement discrepancy model, local education agencies can establish a process to determine if a child has a specific learning disability that finds out if a child responds to scientific, research-based instruction (response to intervention).
- Assistive Technology
IDEA '04 includes a change in the definition of "assistive technology device." The Congress added an exception to the existing definition as follows: "The term [assistive technology] does not include a medical device that is surgically implanted, or the replacement of such device." The same language was also added as an exception to the "related services" definition.
Return to Top
Featured Question - What are the guidelines for supervising colleagues who are not qualified to deliver services independently under Medicaid?
Read ASHA's position statement and technical report which address this question as well as others surrounding the "under the direction of" rule.
As part of the Focused Initiative on Reimbursement, the Working Group on Medicaid Supervision met to begin development of guidelines and knowledge and skills document regarding Medicaid-reimbursable speech-language services in the schools. The documents will serve as accompanying documents for the technical report and position statement.
Medicaid Billing in the Schools: Resources
See search.asha.org results for the terms "Medicaid Billing in the Schools"
Not an ASHA Member? Find out about the benefits of membership enjoyed by over 115,000 Communication Sciences Disorder professionals, and apply today.
Return to Top
Meetings, Conferences, Seminars and the 2005 ASHA Convention
Return to Top
Maintaining Certification
Beginning in 2005, SLPs will be required to earn 30 hours of professional development every three years. Read ASHA's Certification Maintenance Guidelines.
Not an ASHA Member? Find out about the benefits of membership enjoyed by over 115,000 professionals, and apply today!
Return to Top
Earn CEUs
Professional development from ASHA! Live and self-study programs offered in a wide variety of formats and subject matter. Find a course now and enroll!
Return to Top
Next issue of Access Schools coming in May!
Address comments and suggestions for future topics, information or resources to AccessSchools@asha.org.
ASHA Take Action | SLPs in Schools (a Member Benefit) | ASHA Online Journals | DIV 1 - Language Learning & Education | DIV 16 - School-Based Issues
|