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Semin Speech Lang 2013; 34(02): 055-062
DOI: 10.1055/s-0033-1342976
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

The Role of the Speech-Language Pathologist in the Schools for the Treatment of Voice Disorders: Working within the Framework of the Individuals with Disabilities Education Improvement Act

Bari Hoffman Ruddy
1   Department of Communication Sciences and Disorders, University of Central Florida, Orlando, Florida
2   The Ear Nose Throat and Plastic Surgery Associates Voice Care Center, Winter Park, Florida
,
Vicki Lewis
2   The Ear Nose Throat and Plastic Surgery Associates Voice Care Center, Winter Park, Florida
,
Christine M. Sapienza
3   Department of Speech, Language, and Hearing Sciences, Brain Rehabilitation Research Center, University of Florida, Malcom Randall VA, Gainesville, Florida
› Author Affiliations
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Publication History

Publication Date:
30 April 2013 (online)

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Abstract

The role of the speech-language pathologist (SLP) has developed considerably over the past 20 years given the medical and technological advances in life-sustaining procedures. Children born with congenital, surgical, or “medically fragile” conditions become mainstreamed into regular school-based settings, thus extending the traditional role of the treating SLP and multidisciplinary team. Understanding the impact of associated voice disorders on educational performance requires dissemination of additional and important information, as eligibility decisions for students in school-based settings must be made within the framework of the 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 Improvement Act (IDEA), the role of the SLP in various triaging scenarios, and how models of voice therapy can be integrated in a school-based setting.

Keywords

Child - student - voice disorder - IDEA - treatment - education
 

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