To acknowledge that addressing communication and related disorders is to effect measurable and functional change in a student’s communication status in order that he or she may participate as fully as possible in all aspects of his or her educational programming-social, academic, and vocational.
To maximize a student’s potential in the area of communication to support and increase the student’s participation in their educational curriculum.
To perform services in accordance with ASHA (American Speech-Language Hearing Association), CSHA (Connecticut Speech-Language-Hearing Association), and ACES code of ethics, preferred practice patterns, and policies:
Identification of children with communicative impairments
Diagnosis and appraisal of communicative impairments
Provision of speech and language services for the habilitation or prevention of communicative impairments
Counseling and guidance of parents, children, and teachers regarding communicative impairments
Communication Assessment: including speech, language, alternative and augmentative communication (AAC), community based, oral motor
Individual, group and classroom based intervention: including, but not limited to, receptive and expressive language, articulation and phonology, literacy support, sign language, discrete trial training, AAC, auditory processing, dysphagia, pragmatics-social language, fluency, voice, and prompt