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PUBLIC SCHOOLS

The 2008 Vice President for Public Schools is Jill Naturkas. Questions and comments can be directed to the MSHA office or directly to Jill at jillnaturkas@hotmail.com  To view info on past activities in the Public School committee or et cetera articles.

Speech-Language Guidelines: Suggestions for Eligibility, Service Delivery, and Exit Criteria, Revised.  Edited by Maureen Staskowski.

For your copy, you can order either a disk, or Notebook (400 pages, in folder, with dividers), from MSHA.  Here is the cost:

MSHA Members:  

Disk, $5.00, +$2.00 postage and handling.

Notebook:  $30.00 + $8.00 postage and handling.

Non-MSHA Members:

Disk, $7.00, +$2.00 postage and handling.

Notebook:  $40.00 + $8.00 postage and handling.

Make checks payable to MSHA; VISA and MasterCard accepted.

Payment Options: Amount:________________________________

9 Check enclosed

9 VISA Card Number:________________________________________________________________________

9 MasterCard Number:_______________________________________________________________________

Or contact the MSHA office if you have questions.

The document can can be download from the Macomb ISD website at http://www.misd.net/SEConsult/SLIConsult.htm

MSHA Public School Program of the Year Awards 2008

Language Acquisition Program, Holden Elementary School-Warren Consolidated

This program was designed to meet the needs of a growing English Language Learner (ELL) population at Holden Elementary School in Sterling Heights.  Holden students commonly hear both English and another language at home, but struggle to develop formal language skills in either language.  These students often have difficulty learning to read due to lack of oral language skills.  Parents also struggle to help their children at home due to both linguistic differences and the language demands of the curriculum.  

The Language Acquisition Program helps K-2 students develop the oral language skills necessary for success in both reading and writing.   Andrea Kreulen, the speech-language pathologist, collaborates with classroom teachers to identify at-risk students.  These students receive additional language arts instruction in small groups from her.  In addition, Andrea coordinates parent workshops.  During these workshops, parents work in small groups with staff members to help develop learning materials to use at home with their children.  A home phonics program was also implemented.  

This program was designed by Andrea Kreulen, M.A., CCC-SLP, Speech-Language Pathologist.  She has the support the entire staff of Holden Elementary School including Cheryl Priemer, Principal.  

Plymouth Canton Educational Park Speech and Language Program-PCEP or "The Park" Plymouth Canton Community Schools

The PCEP Speech & Language Program is housed at the three high schools on campus: Canton High School, Salem High School and Plymouth High School.  It also includes a program for students on the Autism Spectrum  which is housed a Madonna University in Livonia.  The PCEP program provides a a variety of delivery service models to adolescents with speech and/or language problems.  The speech-language pathologists at PCEP-Kathleen Zych, Christine Wisniewski, and Andrea Eby- strongly believe that they have unique background, education and training to offer therapy, instruction and support to adolescents with language impairments that interfere with their ability to adequately access the general education curriculum.   The speech-language pathologists see their role to be a therapeutic one where they strive to identify where the students' language abilities break down and prevent the students from achieving academic success.  Once that is identified, they strive to offer instruction and opportunity for practice of compensatory strategies to improve academic skills.   Their role is not to teach or re-teach academic content, but rather to work on improving the underlying language skills needed for academic success.   This program is fluid because they continually strive to tweak it or change it to fit the IEP goals of the students in each class or small groups.

The Speech-Langauge Pathologists honored for this program are: Kathleen Currie Zych, M.A., CCC-SLP; Christine Wisniewski, M.A., CCC-SLP; and Andrea Marie Eby, M.A., CCC-SLP.

Tenure for SLPs: What’s It All About?

   Up until 2000 all TSLIs within Michigan were granted tenure under the teacher tenure act. However, with the passage of Act 387 of 2000 (Michigan Compiled Laws (MCL) 380.1237) which permitted individuals without teaching certificates to provide speech-language pathology services to children in schools, tenure for all TSLIs who were in the process of obtaining it stopped. Tenure granted before the date of the passage of the act was unaffected. However, any newly hired TSLIs after the date would not begin to accrue or be granted tenure, in accordance with the new statute. The unintended consequence of the passage of this statute was to prevent any newly hired SLPs who held teaching certificates from receiving tenure.

Lizbeth Stevens,ASHA SLP Advisory Council Member

 Mission Statement

The purpose of the Public School Committee  (PSC) is to support and represent public school personnel affiliated with the Michigan Speech-Language-Hearing Association (MSHA)  including Speech/Language Pathologists, Teachers of the Hearing Impaired, Educational Audiologists, Supervisors of Speech-Language-Hearing Services, and other educational personnel. The PSC monitors and responds to issues affecting the provision of services in the public schools. In addition, the PSC encourages and celebrates excellence in public school programs through the conferring of awards.

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Committee Organization and Membership

Membership on the Public School Committee (PSC) is open to any MSHA member who is interested in school issues.  Student members are welcome.  The committee is comprised of a steering committee which coordinates overall committee activity with input from various subcommittees and representatives (i.e., members of PSC who have volunteered to attend meetings of other professional organizations/groups or other MSHA committees).

Steering Committee

PSC MEETINGS (History): In the past the meetings of the Public School Committee were held on Saturday mornings from 9:30-12:00 at the MSHA office in East Lansing. These were typically held the second Saturday of the month, following the meeting of MSHA’s Executive Council on the second Friday. Usually there were between 7-8 meetings per year. In recent years attendance at these meetings has decreased. In an effort to continue to effectively conduct the business of the PSC while meeting the needs of volunteer members of the committee, we are changing the day, time, place, and number of meetings of the PSC.

Meetings will be rotated geographically in order to provide members an opportunity to participate near their homes.  Meetings will be on the first or second Saturday in October, February and May.  In addition, the PSC meets during the annual MSHA conference in March.

Conference call are being explored as another way to communicate.  This web-site and e-mail are also used.

 
Subcommittees
The PSC has established the following standing subcommittees:

·    School Program of the Year – reviews programs nominated for honors

·    Guidelines and Standards –  maintains the standards for the delivery of Speech-Language Services in the Michigan Public Schools by reviewing/revising these guidelines as needed

·    Professional Issues –  addresses issues any issues arising which are brought forward by members  such as workload, legislative initiatives, dysphagia treatment of children, English Language Learners, literacy, alternate assessments/standards, and salary supplements.

·    Recruitment/Public Relations—  provides information to both the public and prospective students about the career of the SLP in the school setting

The following ad hoc subcommittees of the PSC are currently completing their designated tasks:

·    Research Task Force –  has collected data regarding service delivery to speech and language impaired children by Slips in the state

·    Task Force on Public School Issues  - has met to discuss academic and practicum requirements for SLPs to provide appropriate and effective services to children in the schools

Liaisons

The PSC maintains liaisons to other professional groups as well as to committees within MSHA including:

·   The Michigan Department of Education: Office of Special Education & Early Intervention Services

·   The Legislative Council of the American Speech-Language-Hearing Association (ASHA)

·   The State Education Advocacy Leader’s Symposium (SEALs) of ASHA

·   Citizens Alliance to Uphold Special Education (CAUSE)

·   Special Education Advisory Committee (SEAC) for Individuals with Disabilities Education Act (IDEA 97)

·   MSHA’s  Program Committee

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Calendar

INVITATION TO ATTEND: Everyone is invited to attend and participate.  If you cannot attend, please send your ideas, questions, or comments to Jill Naturkas, V-P of Public Schools at jillnaturkas@hotmail.com  Teleconferencing to other sites in the state will be made available.

Click here to view minutes from Public School Meetings.

Committee Chairperson
Committee Recording Secretary
Region 1 Representative
Region 2 Representative
Region 3 Representative
Region 4 Representative
Liaison from Michigan Office of Special Ed.-Early Intervention Services (OSE-EIS)

Representative from Private schools
FIA Representative-State Schools
Michigan School for the Blind/Deaf Representative
At-Large Representative
School Audiologist

Institute of Higher Ed. (IHE) (i.e., university) Representative
Student Representative

Also in attendance could be the following chairs of standing subcommittees and/or people who represent MSHA on various boards (SEAC) and any LINKS other than the Region Representatives who care to attend:

Subcommittees-

Membership/Publicity;

Public School Program of the Year;
Legislative/Professional development;
Communications (responsible for meeting agendas, correspondence)

Guidelines Revisions

Please consider volunteering to serve in an official capacity on the committee. Examine the preceding proposed new structure for the PSC steering committee. In which one of these capacities could you serve? We currently have vacancies for the School Program of the Year subcommittee.  Please contact me for details. Since there were no designated ‘roles’ for PSC members who attended meetings in the past except for the VP who chairs the meetings, virtually all slots are open!

The MSHA office address is:

MSHA 

790 W. Lake Lansing Rd. Ste. 500-A 

East Lansing, MI 48823

Phone: 517/332-5691

Fax: 517/332-5870

MSHA contact information and directions.

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State Network

The Public School Committee has determined a need to increase outreach to school based members throughout the state. A new initiative is to establish a network of MSHA members employed in various regional areas within the state.  The PSC is striving to identify a MSHA member in each of the 57 Intermediate School Districts throughout the state who would serve as a contact. Contacts would assume responsibility for relaying concerns of  MSHA members within their constituencies to the PSC.  In turn, contacts would report back to their colleagues within the ISD any information/support provided by the PSC.

The 57 intermediate school districts are encompassed into four larger regional groups identified within the state:

Region 1: ISDs in the Upper Peninsula and Northern Michigan (typically split into 2 subdivisions)

Region 2: ISDs in Michigan’s thumb

Region 3: ISDs in southwestern Michigan

Region 4: ISDs in southeastern Michigan

The 57 MSHA contacts all belong to one of the four regions.  ISD contacts would communicate with one another within their respective regions and a single regional representative would be chosen to sit on the PSC steering committee.  Additionally, these regional representatives would communicate directly as MSHA liaisons to the Michigan Department of Education.

The Public School Committee is actively recruiting interested MSHA members as contacts.  Consider becoming one of the 57 ISD contacts. You need not be a current member of the Public School Committee to volunteer.   If interested, contact Jill Naturkas,  VP for Public Schools, at jillnaturkas@hotmail.com or call (517) 332-5691.

The Regional Representatives living a considerable distance from Lansing could fulfill their obligation to communicate with the steering committee by correspondence, email, and/or telephone conferencing.  Attendance at all steering committee meetings in Lansing would not be mandatory.

The following list shows the current representatives as of 11/02/03 

Region 1 (UP & North): 8/17

Clare-Gladwin: Linda Patterson, Jane Wittkopp

COOR: Jeannette Murray

Traverse Bay: Heather Miller, Debbie Drayton Nelson

AMA (Alpena-Montmorency-Alcona)

Charlevoix-Emmet:  Jill Naturkas

COP (Cheboygan-Otsego-Presque Isle) Sue Ermler**

Copper Country

Delta-Schoolcraft

Dickinson-Iron

Eastern U.P. (Chippewa-Luce-Mackinac)-Janine D. Parish

Gogebic-Ontonagon

Iosco

Manistee

Marquette-Alger

Mason-Lake

Menominee

Wexford-Missaukee - P.K. Harrison

UP contact:  Suzette Cooley-Sanborn (checking for links in UP)

Region 2 (Thumb & mid-state): 11/15

Bay-Arenac: Theresa Dauer

Clinton: Lori Gill

Ingham: Ellen Gehl, Martie Repaskey (Alt.)

Lapeer: Shellie Butler

Mecosta-Osceola:  Colin Macpherson

Saginaw:  Judy MeJeur

Sanilac: Pat Schell, Jane White (alternate)

Shiawassee: Pat Murphy

Eaton

Genesee-Maureen Spryshak

Gratiot-Isabella: Amy Van Der Merwe

Huron: Shari Etzel

Livingston:  Lori Ziolkowski Goss, Susan Huelsberg, Maureen Keating Spryshak

Midland County

Saginaw

Tuscola

Region 3 (Southwest): 11/17

Allegan County: Sharon Dolfin; Sally Sterling

Calhoun: Cathryn Kelenske

Ionia: Dana Lepien

Kalamazoo: Dawn Chamberlain; Randee Sedore; Darcie Martin

Montcalm: Kristine Bowland

Newaygo: DeAnn McClintock

Barry: Susan Egelkraut

Berrien: Shelley Lietz and Frances Roden

Branch

Cass

Hillsdale: Janell Wilson

Kent: Kathi De Young

Muskegon: Jean Silbar

Ottawa: Sally Shumway

St. Joseph County

Van Buren

Oceana

Jackson: Kary Swiontek

Oakland: Susan Dilgard

Macomb: Terry Lange-Winkle, Maureen Staskowski, 

Washtenaw: Kimberly Anderson, Theresa Sutton 

Lenawee: Gail Elliott

St. Clair

Monroe: Julie DuMoulin

Wayne: Diane Betman, Pamela May, Mary Chambers, Tiffany Mullins

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Hot Topics 

Senate Bill 501 which eliminates the teacher certification requirement for SLPs treating children in schools was signed into law  in January 2001 as Public Act 387."  MSHA's position statement in response to the passage of Senate Bill 501 (which eliminates the teacher certification requirement for SLPs in schools) was approved by the Executive Council at their June 2001 meeting. The statement was delivered to the State Board of Education at their July 2001
meeting.

In response to the call for comments on the proposed revisions in the
administrative rules, MSHA forwarded these comments to David Brock, Michigan
Department of Education, Office of Special Education, Early Intervention
Services on September 13, 2001.

Dear Mr. Brock:

The Michigan Speech-Language-Hearing Association which represents both Speech-Language pathologists and teachers of the hearing impaired employed in the public schools sets forth the following comments concerning the Proposed Revised Administrative Rules for Special Education, issued 3/5/01. General remarks and specific comments regarding rule changes affecting children with both hearing and communication impairments follow. Thank you for this opportunity to provide feedback to your office. If we can be of further assistance or if you need clarification of any of our comments, please do not hesitated to contact us.

Sincerely,

Lizbeth Stevens, Ph.D., CCC-SLP

General Remarks:

The shift from the State to the Intermediate School Districts to set program rules (e.g., for caseload and class sizes) while intended to provide greater local control and increase flexibility in designing programs, may result in different standards being applied across the state. Choices may be driven not by what would be in the best interest of each child but by budget constraints. Clearly without the state taking the lead to set standards or guidelines, service for children may be compromised.

The rescission of categorical classroom programs while intended to reflect a movement toward the least restrictive environment (LRE) in actuality might result in more restrictive environments for many children who require special services. The elimination of such highly specialized educational settings, which support specific and unique educational needs of some children, may result in decreased learning. Eliminating categorical classrooms as one option in the continuum of choices of an appropriate learning environment reduces the chance that the child will receive a free and appropriate public education (FAPE). Diverse needs of children dictate a continuum of educational options to assure that children’s educational requirements are fulfilled.

Specific Comments:

R. 340.1742. (p. 90) Rescission of the classroom program for the hearing impaired.

As indicated in the general remarks, elimination of a classroom option which addresses the unique needs of children (specifically those with hearing impairment) who would benefit particularly from the expertise of a teacher of the hearing impaired, may result in many children being placed in environments which would not foster their optimal learning.

R. 340.1756 (p.99) Rescission of the classroom program for the severely language impaired.

As noted previously, for children with severe language impairments, this type of categorical classroom which provides intensive language instruction delivered by a dually certified professional (holding both elementary certification and that as a teacher of the speech and language impaired) is an option which should remain. Students for whom this type of learning environment is most appropriate would not receive the type of instruction they require in order to prepare them adequately for the regular education classroom.

R. 340.1796 (p. 115) "Teachers of the students with speech and language impairments; special requirement"

The enactment of SB 501, PA 387 of 2000, eliminates the requirement that speech-language pathologists serving children in schools be certified as ‘teachers of the speech and language impaired." Individuals who hold either Michigan teacher endorsement as teachers of the speech and language impaired or who hold certification by the American Speech-Language Hearing Association (ASHA) may provide services to children in the public schools. Consequently, any language in the Proposed Revised Administrative Rules for Special Education should reflect this change. Service providers may be designated as either Teachers of the speech and language impaired and/or ASHA certified speech-language pathologists. This rule must reflect that an individual providing services meets the requirements of (a), (b), (c) (i-iii) and in addition either holds teacher certification and/or ASHA certification. Note that this language within R. 340.1796 is inconsistent with that written in R 340.1745 which designates speech and language services to children to be provided by "AN AUTHORIZED PROVIDER OF speech and language impaired SERVICES."

R. 340.1796 (p.115) Part C. (pg. 115) changing "persons" to "STUDENTS"

The original language contained in this rule relates specifically to requirements of ASHA for clock hours of supervised practicum experience. ASHA requires various numbers of hours across disability categories and across ages. The current required hours are 300 (for all persons). If the proposed word change from "persons" to "STUDENTS" is made, it is unlikely that anyone could fulfill these requirements. Only those pursuing the teaching endorsement as a teacher of the speech and language impaired might accrue 300 hours working with children (i.e. STUDENTS). A change in this rule would be counter-productive to the intent of the new law which would enable those not teacher certified to serve children in schools. This wording change would put additional requirements for graduate students in all university training programs, as it would require more hours with children than is currently the ASHA requirement.

R. 340.1715 …."teacher of the speech and language impaired…"

Part 4 uses this language to indicate membership upon the team which includes an SLP. This language is inconsistent with PA 387, which eliminates the requirement for teacher certification for speech-language pathologists in the public schools. The language used to designate individuals who provide service to children with communication impairments should be uniform throughout the proposed rules revisions and should reflect the current law. This language should be changes to: Teachers of the speech and language impaired and/or ASHA certified speech-language pathologists

n with

R. 340.1710 (p. 27) "speech and language IMPAIRMENT" DEFINED; DETERMINATION

Changes in the language of this rule are appropriate in terms of the reordering of the disorder categories on the basis of frequency of occurrence and the incorporation of the term "COMMUNICATION DISORDER" into the new language. The language used to address the individual who provides such services to children is not consistent, however, with other usage within the rules changes. Rule 10 (3) speaks of determination of impairment being made by a team which includes…"a teacher of STUDENTS WITH SPEECH AND LANGUAGE IMPAIRMENT OR A SPEECH LANGUAGE PATHOLOGIST QUALIFIED UNDER R. 340.1792."

Another area of concern is Rule 10 (2) (V) (B), which describes criteria for eligibility as language impaired. It states "TEST RESULTS ON NO FEWER THAN 2 STANDARDIZED ASSESSMENT INSTRUMENTS OR 2 SUBTESTS DESIGNED TO DETERMINE LANGUAGE FUNCTIONING WHICH INDICATE INAPPROPRIATE LANGUAGE FUNCTIONING FOR THE STUDENT’S AGE." Relating the child’s language impairment to his/her ability or lack thereof to use language effectively in order to learn or using language functionally may be a more appropriate measure than relating it to age Further, the specification in the existing rule language of the requirement of the use of two standardized test instruments or subtests may not be consistent with federal rules addressing eligibility which speak of "[ 300.534] ….the administration of tests and other evaluation materials…". We support the replacement of this proposed language with the federal language which allows for the exercise of professional judgment.

R. 340.1745.(p. 92) Speech and language impaired services.

This rule used the term "AN AUTHORIZED PROVIDER OF speech and language impaired SERVICES" throughout. There is inconsistency across rule language to designate the provider of speech-language service to children. One consistent term should be selected to be used.

This Rule maintains the caseload cap of 60 We support the continuation of this number specifying the upper limit on the number of children serviced by the speech-language pathologist. However, in reality this number is frequently the sole determining factor of caseload size despite language, which speaks to caseload determination being based upon severity and multiplicity of disabilities.

The Michigan Speech-Language-Hearing Association (MSHA), Public Schools Committee (PSC), sets forth the following position statement in reference to the passage of SB-501 of 2000, enrolled as Public Act 387 of the Public Acts of Michigan, 2000. This act effectively rescinds Michigan Administrative Rule 340.1796 (3) requiring that a Teacher of the Speech and Language Impaired, employed in a Michigan Public School, possess a valid Michigan teacher certificate. Public Act 387 requires a speech language-pathologist (SLP) providing services to children with communication impairments to have either teacher certification or meet the certification requirements of the American Speech-Language-Hearing Association (ASHA).

MSHA acknowledges the competency of both those SLPs with teacher certification and with ASHA accreditation. At the same time, MSHA recognizes the existence of unique requirements of clinical practice specific to various job settings.

Within the school setting subsequent to the reauthorization of the Individuals with Disabilities Education Act (IDEA 97) the focus has been on relating special education services to the general curriculum. In fact, IDEA requires that all related services including speech and language therapy services assure that students with disabilities are involved and progress in the (school's) general curriculum (300.347(3ii)).

Consequently, SLPs employed within school settings have been called upon increasingly to incorporate models of service delivery which focus on supporting classroom instruction and curriculum and integrating oral communication skills (listening and speaking) with their written counterparts (reading and writing). Furthermore, the general education curriculum has a strong emphasis on reading and writing proficiency. Speech and language skills have been shown to be critical components to literacy acquisition. An understanding of the instructional process involved in reading is necessary for the provision of appropriate speech and language services to children with language impairments.

SLPs who hold teacher certification are prepared to provide these services because they have had coursework and/or specific instruction in curriculum and reading. SLPs who hold ASHA certification may need additional knowledge in these particular areas since such instruction is not a requirement for (ASHA) certification.

In order that children with communication impairments are effectively and appropriately served, MSHA implores the State Board of Education to advance additional training opportunities for speech-language pathologists covered under PA 387. Recommended training should include instruction in the areas of reading and curriculum in addition to Federal and State Law and the policies and procedures of the special education process within Michigan. 

Information on hiring of SLPs under PA 387 –prepared for MSHA Executive Board Meeting-6-8-01/Revised 6-11-01

Can new graduates without teacher certification and without ASHA certification be hired by the Michigan public schools?

Speech-language pathologists who have recently graduated without a teacher certificate but who are applying for ASHA certification may be employed by a school district. According to David Brock (Policy, Planning and Compliance office in the Office of Special Education & Early Intervention Services) "since 1988, the Department of Education has allowed school districts who cannot locate and hire a fully qualified teacher of speech and language impaired to hire a person with a master’s degree in speech and language pathology under a full year permit (R390.1142)." These new graduates who have neither a teaching certificate nor their certificate of clinical competence (CCC) may qualify for employment under this rule. First, however, the school districts must post and advertise the position. If there are no qualified applicants (i.e., individuals with either teacher certification or with CCCs), then a new graduate may be hired. These permits are issued to the school districts applying for them from the Office for Professional Preparation Services in the Department of Education. The individual in charge of issuing such permits is Karen Taylor (517-373-6895). Individual SLPs do not seek these permits. The hiring school districts are responsible for obtaining the permits.

New graduates may pursue their Clinical Fellowship (CF) while employed under the one-year permit. According to Brock there are some caveats attached to obtaining a full year permit as a method of meeting ASHA’s requirement for a clinical fellowship: (1) adherence to ASHA standards for the experience; (2) continuation of employment is not protected.

Contact the MSHA Office for more information at (517) 332-5691 or contact Jill Naturkas at: jillnaturkas@hotmail.com

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Links

Assistive Technology

Links also available on the AAC subcommittee page.

http://www.abledata.com
National database on assistive technology and rehabilitation equipment; more than 23,000 products listed on this database.

http://www2.edc.org/NCIP
National center to improve practice in special education through technology, media, and materials

http://www.match.org/matr
Michigan Assistive Technology Resource (MATR) which provides consultations, loans of equipment, and information on assistive technology

http://www.wati.org
Wisconsin Assistive Technology Initiative (WATI); A Wisconsin project to support schools in providing assistive technology services; have developed many helpful materials such as the “AT Consideration Guide:”

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General

http://www.specialed.about.com/education/primseced/specialed/
“About.Com” site offers information on ADD/ADHA, behavior issues, Autism, IEP, inclusion, speech and language impairment, etc. Good for teachers and parents

http://www.eparent.com
Exceptional Parent Magazine—this web site offers articles on health care, reports on software, assistive technology, ask the expert, etc.

http://www.hood.edu/seri/serihome.htm
Provides resources on special education on the internet for parents and educators

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Governmental/Regulatory Agencies & Law Related Sites

Links also available on the Legislation Page

http://www.ideapractices.org
A site hosted by CEC which answers questions about IDEA 97: Includes  “ideaLAW”  (information about the law and new regulations), “ideaQuests” (Q & A about the law, effective practices, ideas that work), “ideaDEPOT” (resources for purchase), “ideaLINKS” (links to related resources)

http://www.mde.state.mi.us/off/sped/index.html
Michigan Department of Education Office of Special Education and Early Intervention Services (OSE/EIS); provides public documents, NEWSLINE, etc.

http://www.michiganlegislature.org/find.asp
Part of the Michigan legislature website which allows you to search for the status of bills which are in the legislative pipeline

http://www.nichcy.org/stateshe/mi.htm
National Information Center for Children and Youth with Disabilities-this is the link to the Michigan page containing various state governmental resources as well as organizations within the state; includes website for Michigan Protection and Advocacy, Citizens Alliance to Uphold Special Education which has information for parents, etc.

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Professional Organizations

http://www.asha.org/
American Speech-Language-Hearing Association. Limitless information and resources on all aspects of professions of speech/language pathology and audiology.

http://www.cec.sped.org/
Council for Exceptional Children

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Software

http://www.childrenssoftware.com
Resource for info. re Macintosh computers; has downloadable Shareware and Freeware; Subscriptions for electronic newsletter from site also available

http://www.edresources.com
The largest supplier of educational software-has great variety of titles.

http://www.edsoft.com
Online catalogue of educational software containing 8,000+ titles from 350 publishers.  Search for software by subject area, grade, and other descriptors (e.g., special needs)

Specific companies which produce software programs include:
http://www.laureatelearning.com

http://www.parrotsoftware.com

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Speech Pathology Practice

http://www.communicationdisorders.com

http://www.mnsu.edu/comdis/kuster2/welcom.html Judy Kuster’s renowned website for links for speech and language disorders

http://www.herring.org/speech.html
Provides pointers on where to find info. on anything related to Speech Pathology. Helpful to both parents and therapists

http://www.speechtx.com/
Offers printable target word card & activities, ideas for books to purchase, and activities to send home with parents.

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