Dismissal from School-Based Speech-Language Services

Dismissal refers to a discontinuation of services when the student is no longer eligible for speech-language services. Discontinuation of services may be due to the student having made sufficient progress such that they no longer require specially designed instruction. A team makes decisions about dismissal based on a variety of data—such as progress toward goals, academic and non-academic performance, and improvement or plateau to a level where they can function effectively without additional help.

The existence of a speech-language impairment by itself is not sufficient for continuing services—there must be data that describe (a) the disability that needs specialized instruction and (b) that disability’s adverse educational impacts on the child’s ability to meet the educational standards that apply to all children. If a student’s communication skills develop to the point where they no longer impact academic or functional performance, or the school can meet their needs within general education, it is then appropriate for the team to consider dismissal.

Dismissal is not “automatic” based on the student’s age or length of time having received services. For dismissal to occur, the team must meet and complete appropriate documentation (i.e., reevaluation, Prior Written Notice (PWN), individualized education program [IEP] amendments, etc.) providing evidence that eligibility criteria are no longer met.

Dismissal Versus Continued Eligibility

The goal of public-school speech-language pathology services is to remediate or improve a student’s communication disorder such that it does not interfere with or deter academic achievement and functional performance. The dismissal of students from speech-language pathology services may sometimes be a difficult, conflicted, and even contentious process. Some parents/caregivers and/or teachers believe that once an IEP team determines eligibility then that student should be entitled to those services for the duration of their school career. Speech-language pathologists (SLPs) can find it challenging to communicate requirements for compliance with the Individuals With Disabilities Education Act (IDEA) to IEP team members.

The first step in the dismissal process should occur at the initial eligibility meeting. The SLP should clarify the goals of speech-language pathology services to parents/caregivers and teachers. The goals are as follows:

• to determine if the student’s communication disorder is adversely affecting academic achievement and functional performance
• to provide intervention for those communication disorders that are adversely affecting academic achievement and functional performance, specifying goals leading to specific criteria for dismissal
• to dismiss the student from speech-language pathology services once they no longer meet the eligibility criteria

See: Admission and Discharge in Speech-Language Pathology

Key Differences Between Eligibility and Dismissal

IDEA’s Criteria for Determining That a Student Is No Longer Eligible

Eligibility in compliance with IDEA is based on three conditions:

1. presence of a disability
2. need for specially designed instruction
3. adverse educational impact

When one or more of those conditions no longer apply, then the student is no longer eligible. IEP teams must meet to determine if data are available that support the three conditions. This determination is based on questions such as these:

• Does the student continue to demonstrate a disability according to IDEA (e.g., speech or language impairment)?
• If a speech-language impairment exists, does it adversely affect educational performance (academic and non-academic skills)?
• Does the student require specially designed instruction to access the general education curriculum, or are classroom accommodations and modifications sufficient?
• Does the student require specialized instruction by an SLP?

If the answer to any these questions is “no,” then the IEP team may conclude that the student is no longer eligible under IDEA and may dismiss them from services.

Reevaluation and Procedural Requirements Under IDEA

IDEA also establishes procedural requirements (listed below) for reevaluation and termination of services.

• Schools must conduct a reevaluation at least every 3 years (unless the parent/caregiver and agency agree that it’s unnecessary) to confirm whether the student continues to meet eligibility criteria.
• A reevaluation may be initiated sooner if the school or parent/caregiver requests it—for example, if there is reason to believe that the student’s disability or educational need has changed.
• Before any change in eligibility—including dismissal—the IEP team reviews existing data and may conduct additional assessments if needed.

The IEP (or eligibility) team makes all decisions. An individual on the team cannot override the requirements of federal law.

State Speech-Language Dismissal Guidelines*

This interactive map provides links to state speech-language dismissal guidelines. States lacking guidelines may offer them at the local or district level.

*The information reported here is gathered from licensure boards, state boards of education, regulatory agencies, state associations, State Education Agencies Communication Disabilities Council (SEACDC) members, or ASHA State Education Advocacy Leaders (SEALs). It is intended for informational use and should not be construed as legal advice. The ASHA School Services Team makes every effort to keep this information current, but if you notice an error regarding your state's information, please contact schools@asha.org.

Decision-Making in Dismissal from Speech-Language Services

Reasons for Dismissal
The ideal circumstance for discharge occurs when the IEP team—consisting of the student with the communication disorder, the parents/caregivers, other educational team members, and the student’s SLP—comes to a mutual decision regarding eligibility.
Schools may dismiss students from speech-language services for the following key reasons:

• The student no longer presents with a speech-language impairment. The communication disorder has been remediated, or the student has successfully established compensatory strategies.
• Although the student has a speech-language deficit, it no longer negatively affects their educational performance, and accommodations and/or modifications can be provided to address the student’s communication needs.
• The student demonstrates a documented lack of measurable progress despite consistent receipt of and participation in speech-language services, and therapy services no longer result in measurable benefits—even after multiple adaptations.
• The student has a documented history of limited participation and/or refusal of services—which impacts their ability to access, utilize, and benefit from speech-language services; supplementary or other types of support are available.
• The student and/or their parent/caregiver requests dismissal, and the IEP team agrees that dismissal would not impact receipt of a Free and Appropriate Public Education (FAPE).

See When to End Services

Supporting Documentation for Dismissal Recommendations

The student’s SLP must review, analyze, and share a variety of data with the IEP team to guide decisions regarding continued eligibility. See the table below (link chart) for a list of supporting documentation that SLPs may gather for review with the IEP team prior to making any recommendations related to dismissal from speech-language services. This documentation will enable the SLP to provide evidence and justification for their dismissal recommendation.

Procedural Considerations Prior to Dismissal

Before dismissing a student from services, the IEP team carries out certain procedural considerations:

• Gather input from the parent/guardian on continued concerns.
• Gather input from the classroom teacher on generalization of communication skills in the classroom setting as well as adverse impacts of communication deficits.
• The IEP team convenes to review data and make recommendations.
• The IEP team dismisses the student from services when the team agrees that the student
  • has met their goals,
  • no longer demonstrates the need for specialized instruction by an SLP, and/or
  • the communication deficit no longer demonstrates an adverse educational impact.
• Although additional guidance from a district may require reassessment prior to dismissal, this is not the purpose of a standardized assessment.
• Data should support whether the student has achieved their goals or maximized the benefit of services provided.
• Documentation supports dismissal recommendations by describing student response to specialized instruction and overall progress.

Communication and Collaboration in the Dismissal Process

It is the SLP’s responsibility to communicate with team members—including parents/caregivers—regarding student performance or lack thereof. The SLP is the team member with expertise in speech-language disabilities, and the classroom teacher is the team member with expertise in educational standards, but the parents/caregivers are the experts on the child. This fact must always remain foremost and prominent when it comes to any and all IEP team communication regarding provision of services and dismissal.

The IEP team is responsible for determining the services and supports in compliance with IDEA—these services and supports are necessary for the child to receive Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). All changes to services, including reducing or removing a student from speech-language services, is an IEP team decision.

Preparing Parents for Dismissal When Their Child Is No Longer Eligible for Speech-Language Services

Ongoing, consistent communication with parents/guardians about their child’s performance in speech-language services is essential. SLPs should use a variety of communication methods to keep parents/caregivers informed of their child’s progress with speech-language services and any barriers that may impact that progress.

IDEA emphasizes parent/caregiver input on any and all decisions related to their child—including changes to the location, frequency, and duration of speech-language services. When students no longer meet eligibility requirements for speech-language services according to IDEA, SLPs can take the following steps to help guide the discussion with parents/guardians and with other IEP team members (see also the table below):

• Initiate conversations with fellow IEP team members, especially parents/caregivers, about consideration for dismissal—and do so well in advance of upcoming IEP meetings.
• Clearly communicate in progress reports your concerns regarding the student’s progress or lack thereof.
• Set up a time to speak with the parent(s)/caregiver(s) regarding their concerns related to dismissal in advance of upcoming IEP meetings.
• Be prepared to discuss why an adverse educational impact related to that student’s communication disorder no longer exists.
• Share data and documentation to support your rationale for dismissal.
• After dismissal, assure the parent(s)/caregiver(s) that you and your team will be available to them on a consultative basis should they have any questions or concerns.

Communication With the IEP Team When a Student Is No Longer Eligible for Speech-Language Services

The SLP should communicate with IEP team members about proposed changes or needs related to speech-language services. Share this information—in writing—well in advance of meetings. Include discussion, analysis of existing data, and supporting documentation.

SLPs can take a variety of steps to help guide their communication with fellow IEP team members when the student has either (a) achieved their goals and no longer meets eligibility criteria or (b) is no longer making progress and has received maximum measurable benefits from their speech-language services. See the steps highlighted below.

Key Steps To Communicating With IEP Team Members

• Maintain ongoing, consistent dialogue with fellow team members before the IEP meeting regarding the student’s progress or lack thereof.
• Share barriers to progress—along with what actions the IEP team has implemented to overcome these barriers.
• Inform the IEP team well in advance of the student’s annual IEP meeting regarding your proposed recommendations for dismissal.
• Seek input and feedback from team members who may not agree, discuss their concerns and perspectives, and share with them eligibility requirements according to federal law.
• Summarize the documentation you’ve gathered that supports the rationale for dismissal.
• Ensure that the IEP team has established and communicated a plan regarding how to incorporate the student’s specific communication strategies into the generalized classroom setting.
• Be prepared to collaborate with the classroom teacher to discuss how the student’s communication disorder no longer has an adverse educational impact (academic, social, functional).
• Use a strengths-based approach by highlighting the student’s progress and performance toward meeting their goals and carrying those learned skills over into the classroom setting.
• Discuss the purpose of moving the student to the Least Restrictive Environment.