This program is designed to help children having severe language impairments to become competent, self-reliant, efficient users of language, and to prepare them for entry into local district education programs through a full time special education classroom placement with intensive language intervention as early in elementary school as possible.
Referrals are made from the local district when the child is in preschool or early elementary. It is most appropriate to refer students from preschool programs as the purpose will be to provide intensive services at a young age and to return to the local district as quickly as possible during elementary school. Occasionally, districts may wish to refer students in kindergarten or first grade.
Some children stay in the SLI classrooms through grade four, with the final year a transition year. However, many children return to their local district in earlier grades.
There are 9 classrooms -- five operated by Fraser school and four operated by Warren Woods schools. Each of the districts serves some of the local districts, for more information about which program serves your local district,
contact Maureen Staskowski.
The classroom program for the Severely Language Impaired (SLI) is designed for students who demonstrate a severe language impairment in at least two subsystems of language and need an intensity of language intervention unavailable in the home district. These are children who demonstrate average cognitive abilities and do not have other primary disabilities such as autism spectrum disorders, emotional impairment, etc.
Referral Procedures
The local district team collects a variety of assessment information. This information helps the team to determine whether the student's needs and strengths are a good match for this classroom program.
Once the information is collected, if the team sees that the student has other needs that this program is not designed to meet, then the team may wish to ask fr consultation in selecting or designing another program for the student.
The assessment information outlined below is put
together with a Form 2, signed and approved by the special education director and parent and is submitted to the consultant for speech and language impaired, Special Education Management, MISD.
The following are to accompany the Form 2
referral:
Psychological Evaluation and complete report.
Speech and Language Report
- Background Information/Medical history
- Formal testing
- Articulation test
- Language test results (Completed within 6 months.)
- All results showing strengths and weakness
- At least two language tests/subtests at least 2 standard deviations below age mean.
- Deficient language skills in two or more language subsystems: Phonology, morphology, syntax, semantics or pragmatics.
- Description of receptive and expressive language functioning (paragraph about each)
- Language Sample (Completed within past 2 months.)
- Analysis - Comments about the results
- Written transcription of sample
- Cassette tape (full size)
Teacher Input
- Teacher Input Form
- Academic Performance
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Preschool Referrals - Attach report card or describe progress toward preschool
skills
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All MET reports e.g., Occupational Therapy, Social Work
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Hearing assessment completed within 1 year - Date and results.
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Vision screening (completed at any time) - Date and results.
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Kindergarten and Early elementary referrals:
--- Attach Michigan Literacy Progress Profile
(MLPP) including Oral Reading Record, Writing Sample, and digging deeper assessments (phonemic awareness, letter and sound identification, sight words)
Referral Response
The Consultant for Speech and Language Impaired will:
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Schedule further language assessment and/or consultation with referring staff if needed.
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Coordinate a review of referral/assessment information or staffing if needed.
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Assist in setting up IEPT meeting to consider program placement.
Deadlines
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Referrals are accepted at any time; however, consultations for the following school year begin in January.
Class lists for the following school year are developed in March.
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