Treating voice disorders in the school-based setting: working within the framework of IDEA.
The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in lifesustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions hav become mainstreamed into regular school-based settings, thus extending the traditional role of the SLP and multidisciplinary team. Understanding the impact of these voice disorders on the child's educational performance has been a struggle for many clinicians because the eligibility decisions for students in school-based settings must be made within the framework of federal legislation and regulations governing the provision of services for students with disabilities. This article discusses how to identify children with voice disorders under the Individuals With Disabilities Education Act (IDEA) definition, the role of the SLP in assigning priority in various voice management scenarios, and how models of therapy can be incorporated in the school-based setting.
Ruddy
Bari Hoffman
BH
University of Central Florida, Orlando, FL 32816, USA. bhruddy@mail.ucf.edu
Sapienza
Christine M
CM
D000293:Adolescent; D002648:Child; D002669:Child Welfare / Q000331:legislation & jurisprudence*; D002675:Child, Preschool; D019988:Children with Disabilities / Q000193:education* / Q000331:legislation & jurisprudence; D004519:Education, Special / Q000331:legislation & jurisprudence*; D006801:Humans; D011153:Population; D012572:School Health Services / Q000600:supply & distribution*; D012574:Schools / Q000191:economics; D013066:Speech-Language Pathology / Q000331:legislation & jurisprudence / Q000379:methods; D014218:Triage; D014481:United States; D014832:Voice Disorders / Q000150:complications / Q000175:diagnosis / Q000628:therapy*