Treating Voice Disorders in the School-Based Setting Working Within the Framework of IDEA Clinical Forum
Clinical Forum  |   October 01, 2004
Treating Voice Disorders in the School-Based Setting
 
Author Affiliations & Notes
  • Bari Hoffman Ruddy, PhD
    University of Central Florida, P.O. Box 162215, Orlando, FL 32816
  • Christine M. Sapienza
    University of Florida, Gainesville
  • Corresponding author: e-mail: bhruddy@mail.ucf.edu
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / School-Based Settings / Regulatory, Legislative & Advocacy / Clinical Forum: Childhood Voice Disorders
Clinical Forum   |   October 01, 2004
Treating Voice Disorders in the School-Based Setting
Language, Speech, and Hearing Services in Schools, October 2004, Vol. 35, 327-332. doi:10.1044/0161-1461(2004/032)
History: Received March 5, 2003 , Accepted January 8, 2004
 
Language, Speech, and Hearing Services in Schools, October 2004, Vol. 35, 327-332. doi:10.1044/0161-1461(2004/032)
History: Received March 5, 2003; Accepted January 8, 2004
Web of Science® Times Cited: 18

The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in life-sustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions have 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.

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