Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2025, an individual who completes an approved
program and elects to receive the speech-language pathologist's endorsement on
a professional educator license endorsed for school support personnel
(non-teaching) rather than for a teaching field shall be subject to the
standards set forth in this Section but not to those set forth in Section
28.100
of this Part or to those set forth at 23 Ill. Adm. Code
24.130.
By October 1, 2025, the examination required for issuance of either of these
credentials (i.e., non-teaching or teaching speech-language pathologist) shall
be based upon the standards identified in this Part. By October 1, 2025,
candidates for an endorsement in Speech-Language Pathology will be required to
complete a program aligned to the 2020 Standards for the Certificate of
Clinical Competence in Speech Language Pathology, published by the Council for
Clinical Certification in Audiology and Speech-Language Pathology of the
American Speech-Language-Hearing Association, 200 Research Boulevard, Rockville
MD 20850-3289, and available at
https://www.asha.org/Certification/2020-SLP-Certification-Standards/.
(No later amendments to or editions of these guidelines are incorporated.) The
standards effective until September 30, 2025 are as follows:
a) Content Knowledge - The competent
speech-language pathologist understands the philosophical, historical, and
legal foundations of speech-language pathology and is able to incorporate this
knowledge within the context of the educational system.
1) Knowledge - The competent speech-language
pathologist understands:
A) various types of
communication disorders, their classifications, and their
manifestations;
B) anatomic and
physiologic bases of speech, language, hearing, and oropharyngeal
function;
C) linguistic and
psycholinguistic variables related to the normal development of speech,
language, and hearing;
D) physical
and psychophysical bases and processes of the production and perception of
speech, language, and hearing;
E)
the nature, prevention, evaluation, and treatment of speech, language, and
hearing disorders; and
F) the
relationship of knowledge within the discipline to education and life/career
applications.
2)
Performance - The competent speech-language pathologist:
A) provides screening, identification,
assessment, diagnosis, treatment, intervention, and follow-up services for
disorders of:
i) speech, including
articulation, fluency, and voice;
ii) language, including phonology,
morphology, syntax, semantics, and pragmatics, and disorders of receptive and
expressive communication in oral, written, graphic, and manual
modalities;
iii) oral and
pharyngeal functions, including disorders of swallowing and feeding;
iv) cognitive aspects of communication;
and
v) social aspects of
communication;
B) uses
research results to determine effective diagnostic and treatment procedures;
and
C) measures outcomes of
treatment and conducts continuing evaluation of the efficacy of practices and
programs to maintain and improve quality of services.
b) Human Development and Learning
- The competent speech-language pathologist understands the cognitive,
physical, emotional, social, and communication development of an individual and
creates opportunities that support the intellectual, social, and personal
development of all students.
1) Knowledge -
The competent speech-language pathologist understands:
A) child and adolescent growth and
development and the ranges of individual variation; and
B) that learning is influenced by students'
physical, social, emotional, ethical, and cognitive development.
2) Performance - The competent
speech-language pathologist:
A) considers
student development factors when interpreting evaluative data and designing
interventions; and
B) introduces
concepts and principles at different levels of complexity so that they are
meaningful to students at varying levels of development and to students with
diverse learning needs and styles.
c) Diversity - The competent speech-language
pathologist understands and is tolerant of individual differences and provides
services that demonstrate sensitivity to these differences.
1) Knowledge - The competent speech-language
pathologist understands:
A) differences in
race, culture, religion, national origin, gender, sexual orientation, and
disabling condition;
B) the process
of second language acquisition and strategies to support student learning;
and
C) areas of exceptionality in
learning as defined in the federal and State statutes and regulations (i.e.,
Section 504 of the Rehabilitation Act of 1973 (29 USC
794) , Individuals with Disabilities
Education Act (20 USC
1400) , Americans with Disabilities Act of
1990 (42 USC
12101) , the School Code [ 105 ILCS 5 ], and
State rules governing Special Education (23 Ill. Adm. Code 226)) and the impact
these have on students, families and school programs.
2) Performance - The competent
speech-language pathologist:
A) provides
services that demonstrate multicultural sensitivity to students and
families;
B) designs assessments
and intervention strategies appropriate to students' gender, culture, stages of
development, learning styles, exceptionalities, strengths, and needs;
and
C) considers students'
abilities in their primary and secondary languages and the effects of second
language learning when designing assessments and planning
intervention.
d) Planning and Intervention - The competent
speech-language pathologist uses an understanding of assessment and
intervention to create plans for the prevention and habilitation of
communication disorders.
1) Knowledge - The
competent speech-language pathologist understands:
A) strategies and activities designed to
prevent communication disorders;
B)
principles and techniques of various interventions utilized in the management
and treatment of communication disorders; and
C) evaluation and management procedures that
do not pertain specifically to speech disorders or language disorders and are
within the "Scope of Practice in Speech-Language Pathology" (2007) published by
the American Speech-Language-Hearing Association, 2200 Research Boulevard,
Rockville, Maryland 20850 and posted at
http://www.asha.org/policy/SP2007-00283/.
No later amendments to or editions of this document are incorporated by this
rule.
2) Performance -
The competent speech-language pathologist:
A)
plans activities for the prevention of communication disorders;
B) uses and interprets assessment data in
making appropriate intervention decisions;
C) contributes to the development of a
comprehensive, longitudinal individualized program for each student;
D) creates goals and benchmarks or short-term
objectives to enable students to meet expectations for learning;
E) creates and adapts effective learning
materials and learning experiences based on curriculum, students' prior
knowledge, and students' needs;
F)
interprets and uses assessment data for the purpose of making appropriate
modifications in the learning environment and planning effective interventions;
and
G) accesses and employs a wide
range of information and technology to enhance student learning.
e) Learning Environment
- The competent speech-language pathologist uses an understanding of learning
approaches to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
1) Knowledge - The competent speech-language
pathologist understands:
A) how school systems
are organized and how they operate in relation to general and special
education; and
B) how individuals
differ in their approaches to learning and how to create opportunities adapted
to diverse learners.
2)
Performance - The competent speech-language pathologist:
A) maximizes the use of therapeutic
intervention time by creating an environment that is conducive to learning and
achieving individualized communication goals; and
B) uses strategies that encourage students to
assume responsibility, participate in decision-making, work independently, and
collaborate in learning activities.
f) Service Delivery - The competent
speech-language pathologist understands a continuum of services and service
delivery options and provides services based upon the needs of individual
students.
1) Knowledge - The competent
speech-language pathologist understands and is familiar with a continuum of
services and service delivery options.
2) Performance - The competent
speech-language pathologist:
A) assists in
determining the least restrictive environment to provide services based upon
the needs of individual students;
B) selects and uses instructional content,
materials, resources, and strategies based upon age, ability, cultural,
linguistic, and gender differences of the student;
C) monitors and adjusts strategies in
response to student feedback and ongoing performance data; and
D) teaches students with special learning
needs to use thinking, problem-solving, and other cognitive strategies to meet
individual needs.
g) Communication - Competent speech-language
pathologists use knowledge of effective written, verbal, nonverbal, and visual
communication technique to effectively communicate with their audience.
1) Knowledge - The competent speech-language
pathologist understands:
A) and is familiar
with the components and terminology of professional report writing;
and
B) the importance of audience
and purpose when selecting ways to communicate.
2) Performance - The competent
speech-language pathologist:
A) uses a variety
of communication modes to effectively communicate with a diverse student
population, parents, and other professionals;
B) speaks and writes effectively using
language appropriate to the situation and the audience; and
C) practices effective listening and provides
students with constructive feedback.
h) Assessment and Evaluation - The competent
speech-language pathologist understands the educational assessment process and
utilizes various assessment strategies to support the continuous development of
all students.
1) Knowledge - The competent
speech-language pathologist understands:
A)
procedures, techniques and instrumentation used to evaluate communication
disorders;
B) various formal and
informal assessment and evaluation theories, techniques, and strategies;
and
C) evaluation procedures that
do not pertain specifically to speech disorders or language disorders and are
within the American Speech-Language-Hearing Association's "Scope of Practice in
Speech-Language Pathology".
2) Performance - The competent
speech-language pathologist:
A) uses a variety
of appropriate formal and informal assessment tools and procedures;
B) uses nondiscriminatory evaluation
procedures in order to obtain a valid understanding of how a student is
functioning and what the student is capable of accomplishing; and
C) maintains useful and accurate records and
communicates information, such as legal rights and evaluation results,
knowledgeably and responsibly to parents/guardians and others involved in
meeting the needs of the student.
i) Collaborative Relationships - The
competent speech-language pathologist understands collaborative relationships
and fosters collaboration and supportive interaction among professionals,
parents, paraprofessionals, and students.
1)
Knowledge - The competent speech-language pathologist understands:
A) the collaborative process; and
B) the benefits, barriers, and techniques
involved in collaboration.
2) Performance - The competent
speech-language pathologist:
A) works with
colleagues and parents to develop and maintain a positive learning environment;
and
B) facilitates collaborative
relationships between general and special education.
j) Professional Growth and
Self-Evaluation - The competent speech-language pathologist continually
evaluates how choices and actions affect students, parents, and other
professionals and actively seeks opportunities to grow professionally.
1) Knowledge - The competent speech-language
pathologist understands:
A) that
self-evaluation is an integral part of professional growth and
improvement;
B) the necessity of
continuing education for professional development; and
C) is familiar with resources available for
professional development.
2) Performance - The competent
speech-language pathologist:
A) identifies and
engages in appropriate continuing education opportunities to support personal
development as a learner and educator;
B) actively seeks out, participates in, and
shares relevant instructional materials and ideas with colleagues;
and
C) engages in self-evaluation,
making ongoing adjustments to assessment and intervention techniques as needed
to improve services to students.
k) Professional Conduct and Ethics - The
competent speech-language pathologist understands and abides by applicable
laws, regulations, policies, procedures, codes of conduct, and practice
guidelines.
1) Knowledge - The competent
speech-language pathologist understands:
A)
professional associations' codes of conduct and ethical practice
guidelines;
B) federal and State
laws and regulations as they pertain to professional practice;
C) parameters of the profession's scope of
practice; and
D) school policies
and procedures.
2)
Performance - The competent speech-language pathologist:
A) follows codes of professional conduct and
ethical practice guidelines of the profession;
B) abides by federal and State laws and
regulations as they pertain to professional practice;
C) follows the profession's scope of
practice;
D) follows school
policies and procedures; and
E)
promotes and maintains a high level of competence in the practice of the
profession.
l) Facilitation and Advocacy - Competent
speech-language pathologists understand their advocacy role and assist
individuals in accessing educational resources and services.
1) Knowledge - The competent speech-language
pathologist understands:
A) the educator's
advocacy role;
B) programs and
services available in the school environment; and
C) how to access and make appropriate
referrals for services provided by district, community, and State
resources.
2)
Performance - The competent speech-language pathologist:
A) identifies areas of need and makes
referrals as appropriate;
B)
assists parents/students in accessing community and school resources and
services;
C) provides consultation
to parents/guardians, school staff, community agencies, and relevant others in
understanding the scope of speech-language services in the school setting;
and
D) advocates for appropriate
student services and supports as needed.
