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I'm wondering if anyone else out is knowledgable about this:
My son, adopted from Ukraine 15 months ago, who clearly still and may always have a Russian accent also had articulation problems, even in his native tongue. Now that we are home, school has - as expected - been a struggle. One of the things we face is his articulation in English. WOrds with "th" and "s" and "l" sounds are hard for him and most of the time people other than our family who who have spent a great deal of time with him, have a hard time understanding him.
In one assessment findings its stated that "he had clear articulation problems etc..."
I'm trying to get the school to give us a little help.
Does that mean an IEP or a 504 in most cases?
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LG_Family
I'm wondering if anyone else out is knowledgable about this:
My son, adopted from Ukraine 15 months ago, who clearly still and may always have a Russian accent also had articulation problems, even in his native tongue. Now that we are home, school has - as expected - been a struggle. One of the things we face is his articulation in English. WOrds with "th" and "s" and "l" sounds are hard for him and most of the time people other than our family who who have spent a great deal of time with him, have a hard time understanding him.
In one assessment findings its stated that "he had clear articulation problems etc..."
I'm trying to get the school to give us a little help.
Does that mean an IEP or a 504 in most cases?
Depending on how your district deals with articulation (if it's solely the one area of disability and not in conjunction with language) it could either go under an IEP or through a Speech Improvement Program of some sort which is basically working with a child that has an articulation delay/disorder intensely for a short period of time and if the speech improves, no more speech....
we used to have all articulation kids under speech, now if a child is articulation only they are under the SIP model (speech improvement program) and can be dropped with improvement without the extensive paperwork of an IEP. Discuss your concerns with the school if you already have not done so. Good luck
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Are you only dealing with a delay in speech or is that just the piece you are focused on right now? Speech was the hardest thing for us to get on the IEP. Even with a translator and proving that our dd had issues in her native tongue and in english it was an uphill battle. Can you start somewhere else and then get speech added?
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LG_Family
I'm wondering if anyone else out is knowledgable about this:
My son, adopted from Ukraine 15 months ago, who clearly still and may always have a Russian accent also had articulation problems, even in his native tongue. Now that we are home, school has - as expected - been a struggle. One of the things we face is his articulation in English. WOrds with "th" and "s" and "l" sounds are hard for him and most of the time people other than our family who who have spent a great deal of time with him, have a hard time understanding him.
In one assessment findings its stated that "he had clear articulation problems etc..."
I'm trying to get the school to give us a little help.
Does that mean an IEP or a 504 in most cases?
I would think it would fall more under an IEP rather than a 504. Some schools will just try to address it by placing the child in ELL (English as a Learned Language)class. Each state is different, even with the termonology.
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I was learning about 504 versus IEP during an IEP meeting today. Does your child need accomodation in any other areas, besides speech? If so, an IEP would be necessary. If there are no goals/targets, then a 504 would be written. Speech and articulation include goals, so it'd be an IEP. I'm experienced with IEPs, but not 504. I'd say an IEP makes most sense in this case...
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