Section 590. Special education speech-language disorders preK-12

A. The program in special education speech-language disorders preK-12 shall ensure that the candidate has demonstrated the following competencies:

1. Understanding of the knowledge, skills, and processes of communication, oral and written, as defined in the Virginia Standards of Learning and how these are interrelated in forming a sound foundation for the understanding of speech and language acquisition.

2. Understanding of the knowledge, skills and processes of:

a. Normal development and the use of speech, voice, hearing, and language;

b. Basic sciences (biology and physics) and the basic communication sciences (acoustics, physiological processes of speech, hearing and linguistics); and

c. Language acquisition and reading to include: phonemic awareness understanding of sound symbol relationships, phonics, syntax, semantics and comprehension of oral and written language.

3. Understanding of current principles, procedures, techniques, and instruments in:

a. The evaluation of speech, language, voice and hearing;

b. Psycho-educational assessments; and

c. Research design.

4. Understanding of the knowledge, skills, and processes of:

a. Various types of disorders of speech, language, voice and hearing classifications, causes, and manifestations; and

b. Relationships among speech, language, voice and hearing problems, especially multiple disabling conditions.

5. Understanding of the knowledge, skills, and processes for the use of:

a. Augmentation in the habilitation, prevention and rehabilitation of disorders of articulation.

b. The selection and use of evidenced based practices in the language, fluency, voice, resonance, and hearing.

6. Understanding of the knowledge, skills, and processes of the evaluation and treatment of disorders of the oral and pharyngeal mechanisms as they relate to communication, including but not limited to dysphasia.

7. A level of knowledge and skill in the use of:

a. Augmentative and alternative communication devices;

b. Modes of communication; and

c. Strategies and techniques that promote or facilitate communication.

8. Understanding of the knowledge, skills, and processes of service delivery and instruction, including:

a. Organization and administration of public school programs to provide services for persons with speech-language disorders; and

b. Services available from related fields for those with communication disorders.

9. Understanding of the knowledge, skills, and processes for educating special populations, including:

a. Historical perspective;

b. Characteristics of learners: developmental and cognitive;

c. Medical aspects;

d. Linguistic/multicultural aspects;

e. Family aspects; and

f. Program evaluation.

10. Understanding of the knowledge, skills, and processes involved in the legal aspects associated with students with disabilities, including:

a. Legislative and judicial mandates related to special education;

b. Legal decisions related to persons with disabilities;

c. Advocacy and self-determination;

d. Guardianship;

e. Behavior management; and

f. Disciplinary practices, policies and procedures, and alternative placements/programs in schools.

11. The ability to understand and manage behavior, including:

a. Behavior support systems;

b. Individual planning; and

c. Research in current practice.

12. Understanding of the current knowledge and scope of the profession and sensitivity to issues of diversity.

B. Completion of 375 clock hours of direct client contact, of which 100 shall be in a supervised educational setting and a minimum of 200 clock hours shall be in speech-language pathology. These clinical clock hours shall be distributed in each of the following areas: diagnosis, management of language disorders, management of voice disorders, management of articulation disorders, management of fluency disorders, and audiology.

Historical Notes

Derived from Volume 23, Issue 25, eff. September 21, 2007.

Statutory Authority

§ 22.1-298.2 of the Code of Virginia.