1. (1) Definition of “Speech or Language Impairment”: For early childhood and school age special education, “Speech or Language Impairment” means the impairment of speech articulation, voice, fluency, or the impairment or deviant development of language comprehension and/or expression, or the impairment of the use of a spoken or other symbol system that adversely affects educational performance. The language impairment may be manifested by one or more of the following components of language: morphology, syntax, semantics, phonology, and pragmatics.

2. (2) Comprehensive Evaluation: If a child is suspected of having a speech or language impairment, a comprehensive evaluation for early childhood or school age special education services must be conducted, including the following:

   1. (a) Speech-language assessment. A speech and language assessment administered by a speech and language pathologist licensed by a State Board of Examiners for Speech-Language Pathology and Audiology or the Teacher Standards and Practices Commission, including:

      1. (A) When evaluating syntax, morphology, semantics or pragmatics, a representative language sample and comprehensive standardized tests that assess expression and comprehension;
      2. (B) When a voice disorder is suspected, a voice assessment scale; and
      3. (C) When a fluency disorder is suspected, an observation in at least two settings;
   2. (b) Medical. For a child suspected of having a voice disorder, documentation of a medical examination by an otolaryngologist licensed by a State Board of Medical Examiners. For other than a voice disorder, if a medical information is needed, documentation of a medical examination as defined in OAR 581-015-2000 describing relevant medical issues;
   3. (c) Hearing evaluation or screening. An evaluation or screening of the child's hearing acuity and, if needed, a measure of middle ear functioning;

   4. (d) Other.

      1. (A) An evaluation of the child's oral mechanism, if needed;

      2. (B) Any additional assessments necessary to determine the impact of the suspected disability:

         1. (i) On the child's educational performance for a school-age child; or
         2. (ii) On the child's developmental progress for a preschool child; and
      3. (C) Any additional evaluations or assessments necessary to identify the child's educational needs.

3. (3) Eligibility Criteria: To be eligible as a child with a specific speech or language impairment for early childhood or school age special education services, the child must meet the following criteria: (a) Voice disorder:

   1. (A) The child demonstrates chronic vocal characteristics that deviate in at least one of the areas of pitch, quality, intensity or resonance;
   2. (B) The child's voice disorder impairs communication or intelligibility; and
   3. (C) The child's voice disorder is rated as moderate to severe on a voice assessment scale.

   4. (b) Fluency disorder:

      1. (A) The child demonstrates an interruption in the rhythm or rate of speech that is characterized by hesitations, repetitions, or prolongations of sounds, syllables, words or phrases;
      2. (B) The child has a fluency disorder that interferes with communication and calls attention to itself across two or more settings; and
      3. (C) The child demonstrates moderate to severe vocal dysfluencies or the child evidences associated secondary behaviors, such as struggling or avoidance as measured by a standardized measure.

   5. (c) Phonological or articulation disorder:

      1. (A) The child's phonology or articulation is rated significantly discrepant as measured by a standardized test; and
      2. (B) The disorder is substantiated by a language sample or other evaluation(s).

   6. (d) Syntax, morphology, pragmatic or semantic disorder:

      1. (A) The child's language in the area of syntax, morphology, semantics or pragmatics is significantly discrepant as measured by standardized test(s) or other evaluation data; and
      2. (B) The disorder is substantiated by a language sample or other evaluation(s).
      3. (C) For a child to be eligible with a syntax, morphology, pragmatic or semantic disorder, the disorder is not the result of another disability.

4. (4) Eligibility Determination: For a child to be eligible for early childhood or school age special education services as a child with a speech or language impairment, the eligibility team must also determine that:

   1. (a) The child has a speech or language impairment as defined in this rule; and
   2. (b) By reason thereof, the child requires early intervention (OAR 581-015-2780), early childhood special education (OAR 581-015-2795), or school age special education (OAR 581-015-2120) services.

Statutory/Other Authority

ORS 343.035(1), 343.045, 343.146 & 343.157;

Statutes/Other Implemented

ORS 343.035(1), 343.045, 343.146, 343.157, 34 CFR 300.8 & 300.306

History

ODE 10-2023, amend filed 03/29/2023, effective 03/29/2023
Renumbered from 581-015-0051, ODE 10-2007, f. & cert. ef. 4-25-07
ODE 2-2003, f. & cert. ef. 3-10-03
ODE 8-2001, f. & cert. ef. 1-29-01
ODE 11-2000, f. 5-3-00, cert. ef. 7-1-00
EB 22-1995, f. & cert. ef. 9-15-95
EB 16-1992, f. & cert. ef. 5-13-92
EB 25-1991(Temp), f. & cert. ef. 11-29-91
1EB 7-1986, f. & ef. 2-24-86
Reverted to 1EB 29-1978, f. & ef. 7-20-78
1EB 18-1983(Temp), f. & ef. 12-20-83
1EB 29-1978, f. & ef. 7-20-78