Post-Disaster Household Assessments and Eligibility Determination for Post-Disaster Social Protection Benefits

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

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Dysphagia Services in Schools: Applying Special Education Requirements to a Health Service

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd18.3.86 ◽

2009 ◽

Vol 18 (3) ◽

pp. 86-90 ◽

Cited By ~ 1

Author(s):

Lissa Power-deFur

Keyword(s):

Special Education ◽

Health Service ◽

Due Process ◽

Due Process Hearings ◽

Related Services ◽

Eligibility Determination ◽

Legal Provisions ◽

Provision Of Services ◽

Related Service ◽

Specially Designed Instruction

Abstract School speech-language pathologists and districts frequently need guidance regarding how the legal provisions of special education affect the needs of children with dysphagia. This article reviews key principles of special education that guide eligibility determination and provision of services to all children. In the eligibility process, the school team would determine if the child's disability has an adverse effect on his/her education program and if the child needed special education (specially designed instruction) and related services. Dysphagia services would be considered a related service, a health service needed for the child to benefit from specially designed instruction. The article concludes with recommendations for practice that stem from a review of due process hearings and court cases for children with disabilities that include swallowing.

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