Current through Register Vol. 49, No. 27, December 30, 2024
Subpart
1.
Fluency disorder; definition and criteria.
"Fluency disorder" means the intrusion or repetition of
sounds, syllables, and words; prolongations of sounds; avoidance of words;
silent blocks; or inappropriate inhalation, exhalation, or phonation patterns.
These patterns may also be accompanied by facial and body movements associated
with the effort to speak. Fluency patterns that are attributed only to
dialectical, cultural, or ethnic differences or to the influence of a foreign
language must not be identified as a disorder.
A pupil has a fluency disorder and is eligible for speech or
language special education when:
A.
the pattern interferes with communication as determined by an educational
speech language pathologist and either another adult or the pupil;
and
B. dysfluent behaviors occur
during at least five percent of the words spoken on two or more speech
samples.
Subp. 2.
Voice disorder; definition and criteria.
"Voice disorder" means the absence of voice or presence of
abnormal quality, pitch, resonance, loudness, or duration. Voice patterns that
can be attributed only to dialectical, cultural, or ethnic differences or to
the influence of a foreign language must not be identified as a
disorder.
A pupil has a voice disorder and is eligible for speech or
language special education when:
A.
the pattern interferes with communication as determined by an educational
speech language pathologist and either another adult or the pupil;
and
B. achievement of a moderate to
severe vocal severity rating is demonstrated on a voice evaluation profile
administered on two separate occasions, two weeks apart, at different times of
the day.
Subp. 3.
Articulation disorder; definition and criteria.
A. "Articulation disorder" means the absence
of or incorrect production of speech sounds or phonological processes that are
developmentally appropriate. For the purposes of this subpart, phonological
process means a regularly occurring simplification or deviation in an
individual's speech as compared to the adult standard, usually one that
simplifies the adult phonological pattern. Articulation patterns that are
attributed only to dialectical, cultural, or ethnic differences or to the
influence of a foreign language must not be identified as a disorder.
B. A pupil has an articulation disorder and
is eligible for speech or language special education when the pupil meets the
criteria in subitem (1) and either subitem (2) or (3):
(1) the pattern interferes with communication
as determined by an educational speech language pathologist and either another
adult or the pupil; and
(2) test
performance falls 2.0 standard deviations below the mean on a technically
adequate, norm-referenced articulation test; or
(3) a pupil is nine years of age or older and
a sound is consistently in error as documented by two three-minute
conversational speech samples.
Subp. 4.
Language disorder; definition
and criteria.
A. "Language disorder"
means a breakdown in communication as characterized by problems in expressing
needs, ideas, or information that may be accompanied by problems in
understanding. Language patterns that are attributed only to dialectical,
cultural, or ethnic differences or to the influence of a foreign language must
not be identified as a disorder.
B.
A pupil has a language disorder and is eligible for speech or language special
education services when:
(1) the pattern
interferes with communication as determined by an educational speech language
pathologist and either another adult or the child;
(2) an analysis of a language sample or
documented observation of communicative interaction indicates the pupil's
language behavior falls below or is different from what would be expected given
consideration to chronological age, developmental level, or cognitive level;
and
(3) the pupil scores 2.0
standard deviations below the mean on at least two technically adequate,
norm-referenced language tests if available; or
(4) if technically adequate, norm-referenced
language tests are not available to provide evidence of a deficit of 2.0
standard deviations below the mean in the area of language, two documented
measurement procedures indicate a substantial difference from what would be
expected given consideration to chronological age, developmental level, or
cognitive level. The documented procedures may include additional language
samples, criterion-referenced instruments, observations in natural
environments, and parent reports.
Statutory Authority: MS s
14.389; 120.17;
L
1999 c 123
s
19,
20
