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