006.63A Grade
Levels: Birth through grade 12.
006.63B Endorsement Type: Subject.
006.63C Persons with this teaching
endorsement may serve as a speech language pathologist and resource person for
programs involving individuals from birth through grade 12.
006.63D Certification Endorsement
Requirements: This endorsement requires a minimum of a Master's degree in
Speech-Language Pathology which includes at least 36 graduate semester hours in
speech-language pathology and course work in related areas. Applicants must
complete a minimum of 250 clock hours of clinical experiences and an
internship, supervised by the standard institution, in a school or clinic
setting.
006.63E Endorsement
Program Requirements: Nebraska teacher education institutions offering this
endorsement program must have on file, within the institution, a plan which
identifies the courses and the course completion requirements which the
institution utilizes to grant credit toward completion of this endorsement.
THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR
INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS
ENDORSEMENT.
Through the courses identified in its plan, the institution
should prepare prospective speech-language pathologists to:
A. Conduct assessments and provide
intervention for individuals with disorders of speech (e.g., phonology,
fluency, voice) and language;
B.
Conduct assessments, and provide intervention for individuals with
cognitive-communication disorders;
C. Conduct assessment and intervention for
individuals with disorders of oral-pharyngeal function (dysphagia) and related
disorders;
D. Conduct assessments,
select, and develop augmentative, alternative and assistive communication
systems and provide training for their use;
E. Conduct aural habilitative and
rehabilitative services and related counseling services;
F. Enhance speech-language proficiency and
communication effectiveness (accent reduction);
G. Conduct pure tone and impedance
audiometric screening;
H. Initiate
educationally relevant medical referrals and follow-up procedures;
I. Assist with adaptations and accommodation
of the learning environment including classroom acoustics;
J. Demonstrate an understanding of child
development;
K. Provide written and
verbal interpretation of speech-language assessment results and implications to
appropriate individuals, such as parents, teachers, physicians and other
professionals;
L. Participate in
the development of the Individual Education Program (IEP) and Individual Family
Service Plan (IFSP), including being able to:
1. Interpret speech-language assessment
results and their implications on communication, academic, cognitive and
psychosocial development;
2.
Explain service delivery options, including appropriate intensity of services;
and
3. Assist parents in
understanding their Parental Rights in accessing educational services for their
children (under IDEA and state statute);
M. Consult and collaborate with classroom
teachers and other professionals regarding the relationship of speech-language
impairments to the development of communication, academic, cognitive and
psychosocial skills, including the ability to recommend appropriate
accommodations and modifications to the curriculum;
N. Provide speech-language interventions as
determined by the IEP or IFSP team. The areas of interventions may include:
1. Speech skills including phonological
skills, voice, and fluency;
2.
Language skills (including receptive and expressive language, and auditory
processing);
3. Selection and use
of appropriate instructional materials;
4. Coordination of services with family,
school and community;
O.
Support and advise the IEP and/or IFSP team in the determination of the need
for and selection of appropriate assistive technology;
P. Provide counsel for the family and
individual who is speech-language impaired, including emotional support,
information about the communication disorder and its implications, and
interaction strategies to maximize communication and psychosocial
development;
Q. Select and maintain
diagnostic instruments;
R. Maintain
records, including screening, referral, follow-up, assessment, IFSP/IEP
planning and services;
S. Design
and implement staff development and in-service training for school
personnel;
T. Provide training and
supervision, relative to communication interventions for parents, licensed or
certified staff, and para-professionals;
U. Demonstrate an understanding of school
systems, multidisciplinary teams, and community and professional resources;
and
V. Employ effective
interpersonal and communication skills.
