speech language impairment ohio

Childhood Speech Disorders and Disability Benefits

Technically Qualifying for Social Security

All children are eligible for Supplemental Security Income, or SSI benefits. SSI is only awarded to families with a severe financial need. This means that if you or your spouse earns a decent wage, you will not be eligible for disability benefits. The larger your family, the higher your monthly income limit will be.

For example, if you’re a single parent and you have one child, you cannot earn more than $38,000 before taxes in 2018 and still qualify for SSI. If you are a two-parent household of five, you could earn a little over $55,000 and still qualify. You can view a chart on the SSA’s website to determine how much your unique family could make while still qualifying.

Unfortunately, most children are denied SSI benefits due to household income limits. The good news is once your child turns 18, your income will no longer against your child, even if he or she still lives at home.

Medically Qualifying With a Speech Impairment

All conditions that qualify for disability benefits can be found in the Blue Book , the SSA’s manual of qualification criteria. There is a separate version of the Blue Book for both children and adults. Children do not qualify for a speech disorder alone, so this means that if your child has no other diagnoses or disabilities, he or she will unfortunately not qualify for disability benefits due to an inability to speak.

If your child’s speech impairment is cause by another condition, he or she may be eligible. There are many qualifying conditions listed in the Blue Book, but some conditions that often qualify include:

Autism can be found in Section 112.10 of the Blue Book. Under this listing, your child will qualify if he or she has measurable difficulty in any form of communication (verbal, nonverbal, social interaction) and has severely limited interests or participates in repetitive patterns of behavior. Children with autism will also need to have medical evidence proving severe difficulty with one of the following areas of physical functioning:

• Understanding and remembering information
• Interacting with others (playing with children, following adults’ instructions)
• Concentrating and accomplishing tasks
• “Adapting oneself,” which means controlling emotions in a school setting

Down syndrome, on the other hand, will automatically medically qualify with a karyotype analysis. The only exception is if your child has Mosaic Down syndrome (2% of the Down syndrome population), which often has less severe health and intellectual complications will need a little more medical evidence.

Starting Your Application

Before applying, you should always review the Child Disability Starter Kit to get a list of all documents needed before officially applying. You’ll have to apply for SSI benefits in person at your local SSA office . Your child does not have to be present for the application process. To schedule an appointment to apply in person, call the SSA toll free at 1-800-772-1213.

Helpful Resources:

Household SSI Limits: https://www.ssa.gov/ssi/text-child-ussi.htm

Childhood Blue Book: https://www.ssa.gov/disability/professionals/bluebook/ChildhoodListings.htm?PHPSESSID=2e1852cec574b204c1062189dbe882f2

Local SSA Office: https://www.disability-benefits-help.org/social-security-disability-locations

Child Disability Starter Kit: https://www.ssa.gov/disability/disability_starter_kits_child_eng.htm

Provided to ABC Pediatric Therapy Network, https://www.abcpediatrictherapy.com by:

Deanna Power

Director of Outreach

Disability Benefits Help

Developmental Checklist

Is your child meeting their developmental milestones? 

Department of Speech Pathology and Audiology

Notice: caa accreditation public meeting.

The Department of Speech Pathology and Audiology will be holding a public meeting soliciting public comment from students and consumers regarding the Speech-Language Pathology graduate program at Miami University. The meeting will be held on Monday, September 16, 2024, from 4:30-5:30 pm in the Clinical Health Sciences and Wellness Building, room 0201.

A copy of the of the Standards for Accreditation and/or The Council on Academic Accreditation's (CAA) Policy on Public Comment may be obtained by contacting the Accreditation Office at ASHA, 2200 Research Blvd #310, Rockville, MD 20850; calling ASHA’s Action Center at 1-800-498-2071; or accessing the documents online at   https://caa.asha.org/ .

CAA serves the public by promoting excellence in the graduate education of audiologists and speech-language pathologists. Through a peer review process, the CAA establishes accreditation standards and facilitates continuous quality improvement of the programs it accredits. Graduates of CAA-accredited and candidate programs are educated in a core set of skills and knowledge required for entry into independent professional practice. The CAA is committed to quality, and dedicated to audiology and speech-language pathology programs’ success in preparing future professionals.

The Department of Speech Pathology and Audiology at Miami University was founded in 1948 as a means to offer a wide range of academic opportunities for students interested in the field of communication disorders, which include many areas such as hearing loss, delayed speech and language development, stuttering, hoarseness, and problems with articulation.

We offer undergraduate and graduate students opportunities to provide individual speech and hearing services in the Miami University Speech and Hearing Clinic, conduct original research, participate in national conferences, and obtain field experience anywhere in the country.

Mission and Goals

The Miami University Department of Speech Pathology and Audiology (SPA) is committed to helping students develop superior critical thinking and clinical skills through an integration of academic information with research and clinical experience. These clinical skills will also serve the speech, language, and swallowing, and hearing needs of the individuals in our community.

The specific goals of the Department of Speech Pathology and Audiology are to:

• Offer undergraduate courses in speech pathology and audiology to prepare students to engage successfully in graduate or professional study in speech and hearing or other fields, including courses in American Sign Language.
• Offer graduate courses to produce speech-language pathologists who have the academic foundation and advanced clinical skills needed for the delivery of services in the field.
• Enhance opportunities for research and scholarship for faculty members and students.
• Effectively serve members of the community and surrounding areas through a culture of collaboration and respect for others.
• Produce graduates who will be culturally informed clinicians when encountering clients of various backgrounds, abilities, and identities.

Speech-Language Pathology Ranked #52

U.S. News & World Report released the 2024 Best Graduate Schools rankings yesterday, revealing the excellent performance of Miami University programs, including Speech-Language Pathology.

See More Miami Rankings

The Department of Speech Pathology and Audiology offers a wide range of academic opportunities for students interested in the field of communication disorders. Communication disorders include many areas such as hearing loss, delayed speech and language development, stuttering, hoarseness, and problems with articulation. The comprehensive clinical service program in speech-language and audiology clients within the university and the southwest Ohio community provides excellent experience in direct patient contact.

Speech and Hearing Clinic

The Miami University Speech and Hearing Clinic is housed within our department offering full speech and audiological services to the community.

Our students benefit from their direct involvement with patients in our clinic.

American Sign Language Courses

We are very excited to offer courses in American Sign Language to undergraduate students.

Completion of SPA 202 (Intermediate Sign Language II) fulfills the College of Arts and Science Foreign Language Requirement.

When searching the Miami course list, use “Speech Pathology & Audiology” for the subject and “ASL” for the title.

Online Courses

Opportunities and Resources

"What the L?" Workshop Series

The purpose of the series is to unite faculty and students from various departments who are interested in research on language.

NSSLHA Events

National Student Speech Language Hearing Association Chapter (NSSLHA) promotes many events throughout the year.

Research Opportunities

The field of Communication Sciences and Disorders is a rapidly growing area of basic and applied research combined with clinical development. The interdisciplinary nature of the field draws from such diverse disciplines as physics, biology, engineering, psychology, linguistics, medicine, and philosophy. Students can focus in one specific area or create an education plan and training that encompasses a range of communicative disorders.

Alumni and Student Features and Highlights

Clinical Health Sciences and Wellness Building

The Department of Speech Pathology and Audiology has moved to its new home, a 165,000 square foot building that is housing the Nursing, Speech Pathology and Audiology, and Physician Associate programs from two colleges, CAS and CLAAS.

The Physician Associate program has a planned cohort size of 36 with the ability to grow to 60.

Speech Pathology and Audiology, with a current cohort of 29, looks to increase that number to 36.

The building also houses the TriHealth Student and Employee Health Services clinics, Student Counseling Services, and the Speech and Hearing Clinic.

Other Services include:

• The Miami Office of Student Wellness. A wellness studio is included for promotional functions.
• SIVEO: Sexual and Interpersonal Violence Education and Outreach. This center holds the staff for the SIVEO Prevention Coordinator, OVW Grant Coordinator, and (2)Women Helping Women Advocates.
• Cafe, kitchenettes for access by students, and vending
• Healing Garden
• Group Study Rooms, Interprofessional Lounges, and a variety of study and seating throughout the facility.
• Wet/Dry Trainer Lab (LL) for PA program skills training.
• Innovation Lab (LL):  Anatomage Tables (high tech virtual anatomy training)
• Nursing and PA Diagnostic Skills Labs (3rd floor)
• Dysphasia, Neurocognitive, Literacy, Speech Science, Sign Language, Later Language and growth for 3 new research initiatives.

In the News

Nih grant awarded to spa researcher.

Speech Pathology and Audiology researcher, Trace Poll, receives NIH grant to develop social communication assessment for adolescents.

Hannah Seinfeld Receives the Provost's Student Academic Achievement Award

Hannah Seinfeld, Miami University Speech Pathology and Audiology major, selected as winner of the 2022 Provost Student Academic Achievement Award.

Speech Pathology and Audiology Students Recognized

Give to the department of speech pathology and audiology.

Please consider providing support to our department. We are always looking for more clinical practicum supervisors for our graduate students and many of our students are interested in completing their summer 10-week externship outside of the region. Our undergraduate students are always eager to hear about opportunities for internships and volunteering in their hometowns.

Financial support directed to our department provides research and conference travel opportunities for our students. We have also been able to purchase new and updated instrumentation from the support of our donors.

501 E. High Street Oxford, OH 45056

• Online: Miami Online
• Main Operator 513-529-1809
• Office of Admission 513-529-2531
• Vine Hotline 513-529-6400
• Emergency Info https://miamioh.edu/emergency

1601 University Blvd. Hamilton, OH 45011

• Online: E-Campus
• Main Operator 513-785-3000
• Office of Admission 513-785-3111
• Campus Status Line 513-785-3077
• Emergency Info https://miamioh.edu/regionals/emergency

4200 N. University Blvd. Middletown, OH 45042

• Main Operator 513-727-3200
• Office of Admission 513-727-3216
• Campus Status 513-727-3477

7847 VOA Park Dr. (Corner of VOA Park Dr. and Cox Rd.) West Chester, OH 45069

• Main Operator 513-895-8862
• From Middletown 513-217-8862

Chateau de Differdange 1, Impasse du Chateau, L-4524 Differdange Grand Duchy of Luxembourg

• Main Operator 011-352-582222-1
• Email [email protected]
• Website https://miamioh.edu/luxembourg

217-222 MacMillan Hall 501 E. Spring St. Oxford, OH 45056, USA

• Main Operator 513-529-8600

Initiatives

• Miami THRIVE Strategic Plan
• Miami Rise Strategic Plan
• Boldly Creative
• Annual Report
• Moon Shot for Equity
• Miami and Ohio
• Majors, Minors, and Programs
• Inclusive Excellence
• Employment Opportunities
• University Safety and Security
• Parking, Directions, and Maps
• Equal Opportunity
• Consumer Information
• Land Acknowledgement
• Privacy Statement
• Title IX Statement
• Report an Accessibility Issue
• Annual Security and Fire Safety Report
• Report a Problem with this Website
• Policy Library

• Cleveland Metropolitan School District

Dedicated to excellence in education

Special Education

Page navigation.

• Special Education in CMSD
• Enrollment Information
• Preschool Special Education
• Occupational and Physical Therapy
• Psychological Services
• Positive Behavior Interventions and Supports
• Secondary Transition
• Parent FAQs and Parent Mentors
• Home Instruction
• Records Requests
• Deafness or Hearing Impairment
• Developmental Delay
• Emotional Disturbance
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment (OHI)
• Specific Learning Disability
• Speech-Language Impairment
• Traumatic Brain Injury
• Visual Impairment
• Disability Terms

My child is eligible for special education services under the category of Deafness or Hearing Impairment. What does this mean? What is the difference?

According to the Operating Standards for Ohio Educational Agencies Serving Children with Disabilities (2008), Deafness is defined as a hearing impairment that is so severe that the child is unable to process language through hearing, with or without amplification, and the child’s educational performance is affected. Students may also qualify under this category of the law if they have an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance, but that is not included under the definition of deafness. 

Because the eligibility team at your child’s school agreed that he/she meets the criteria of the Ohio Operating Standards, your child will have an Individualized Education Plan (IEP) that will address his/her unique needs and allow him/her to access the grade-level curriculum to the greatest extent possible.  For those students who are unable to access the grade-level curriculum even with accommodations and supports, they will be taught a modified curriculum based on Ohio’s Extended Standards in English language arts, mathematics, science, and social studies.

Can a student with Deafness attend any CMSD school?

CMSD is committed to providing quality school choices for all families. Every school in CMSD is staffed with Intervention Specialists to support students in all disability categories with access to the general education curriculum along with specially designed instruction in academic areas. All schools also have access to related services (speech/language therapy, occupational therapy, physical therapy) and postsecondary transition services. Intervention specialists may teach separate academic classes that allow the student to receive grade-level instruction using specially designed instruction and enhanced accommodations. 

There are also specific schools in CMSD that offer enhanced, comprehensive services for students who are deaf or hard of hearing. These schools offer the opportunity for deaf and hard of hearing children to interact with their peers and communicate with specially trained adults, which contributes to their social-emotional development. In these settings they also receive intensive language development and instruction in visual language (American Sign Language), spoken language, or both. The development of language and communication is essential to a child's social, emotional, and cognitive development.    The goal for each deaf or hard of hearing child is to acquire a solid base of language as early as possible, so development in all other areas will proceed accordingly. If language development proceeds, deaf and hard of hearing children have the potential to follow the same sequence and rate of development in other areas as children who can hear.

What specialized instruction and related services will my child receive?

The academic program for students with deafness or hearing impairment is planned, designed, and equipped to offer an educational foundation in all areas of essential academic requirements following the Ohio State Standards. Goals and objectives are developed through an Individualized Education Program (IEP) that is jointly implemented by the therapists, classroom staff, and parents.

Preschool — We serve children from 3 to 5 years of age in small group settings where there is daily instruction using a cognitive based curriculum. The preschool objectives include assisting children in the development of a skillful communication system, assisting children in developing recognition of their self-worth, maintaining a program that is developmentally appropriate, encouraging children to become self-confident and independent learners and encouraging children to become problem solvers.

Elementary School —The dynamic integration of information provides an exciting, stimulating learning environment. The classroom environments are rich in literature, art, and culture and reflect many hours of creative work and preparation by Special Education teachers.

Middle School —The students at this level are passing through a very special and critical period; they experience more changes then in any other period of their lives. The curriculum is designed to meet the needs of these students to acquire a successful transition from childhood to adolescence, both academically and emotionally.

High School — CMSD offers a fully accredited high school diploma to graduates who meet the state requirements. In order to meet the diverse interests and needs of these students, the high school offers options. Some students pursue an academic course of study designed to prepare them for post-secondary education, while other students choose to pursue vocational interests. Vocational Assessment is available through the district and recommended to students beginning their high school years. After the assessment, the team agrees upon a plan that will be incorporated into the IEP in the following years.

Inclusion — CMSD recognizes that deaf or hard of hearing students need to gain experience interacting with hearing children and adults. Students who are deaf or hard of hearing have the option to be educated within a classroom of students with normal hearing. Some of the support may include Interpreters, Special Education resource teachers, note takers, and assistive technology, where services are provided within the context of the regular classroom.

Center for Parent Information and Resources – Deafness and Hearing Loss

Deaf Education

• Questions or Feedback? |
• Web Community Manager Privacy Policy (Updated) |

Special Education Guide

Speech and Language Impairments

The  Individuals with Disabilities Education Act (IDEA) officially defines speech and language impairments as “a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.” Each point within this official definition represents a speech and language subcategory. “A communication disorder such as stuttering” provides an example of a fluency disorder; other fluency issues include unusual word repetition and hesitant speech. “Impaired articulation” indicates impairments in which a child experiences challenges in pronouncing specific sounds. “A language impairment” can entail difficulty comprehending words properly, expressing oneself and listening to others. Finally, “a voice impairment” involves difficulty voicing words; for instance, throat issues may cause an abnormally soft voice.

Common Traits

Speech and language impairments tend to emerge at a young age, and the earlier a child is diagnosed and receives services accordingly, the more likely that child can outgrow the disability. Speech-language pathologists work with children with speech and language impairments, as well as with parents and teachers. For example, a speech-language pathologist might work with a child with impaired articulation to help him or her learn to pronounce “s” and “z” sounds correctly.

If a child fails to meet the  speech and language milestones  set by  American Speech-Language-Hearing Association (ASHA) , he or she might have a speech and language impairment.The  National Dissemination Center for Children with Disabilities , commonly referred to as NICHCY, notes that parents are usually the first to suspect that a child might possess such an impairment. However, it’s important to note that hearing issues, autism and a number of other disabilities can masquerade as speech and language impairments, and a child with a suspected impairment should be evaluated by a speech-language pathologist to avoid misdiagnosis.

Educational Challenges

The obstacles created by speech and language impairments vary by the specific case, but because communication is at the core of education, these impairments can impact a student’s entire educational experience. Some of these challenges might involve:

• Communicating effectively with classmates and teachers
• Understanding and/or giving oral presentations
• Participating in classroom discussions
• Attaining normalcy within a group

Tips for Teachers and Parents

NICHCY recognizes early intervention as a helpful tool for children with speech and language impairments, and working with a speech-language pathologist during the preschool years can be a game changer. Addressing issues, such as stuttering and articulation impairments, early can lessen potential communication difficulties later in a child’s educational career.

It’s worth mentioning that speech and language impairments requiring long-term attention generally remain manageable. A school’s speech-language pathologist should work with both teachers and parents to discuss a child’s needs and how to best meet them.

• Entertainment
• Sports Podcasts Better Planet Vault Mightier Autos Newsletters Unconventional Vantage Experts Voices
• Subscribe for $1
• Better Planet
• Newsletters
• Unconventional

Ohio Board Sued Over Ballot Language: 'Deceptive and Unconstitutional'

The Ohio Ballot Board was sued this week over certain "deceptive and unconstitutional" ballot language.

On Tuesday, the Associated Press (AP) reported that the Citizens Not Politicians campaign filed a lawsuit against the Ohio Ballot Board saying that the state's Supreme Court should require a rewrite of language on ballots. The lawsuit argues that language on ballots for a redistricting measure "may be the most biased, inaccurate, deceptive, and unconstitutional" the state has seen.

The lawsuit was filed against the state's ballot board, Ohio Republican Secretary of State Frank LaRose, Ohio's elections chief and the panel's chair.

"This Court's intervention is needed to ensure that Ohio voters are provided with the truthful and impartial ballot title and ballot language required by law so that they can exercise their right to determine for themselves whether to amend the Ohio Constitution," Citizens Not Politicians said in their lawsuit.

The lawsuit seeks to challenge a proposed amendment that will change Ohio's political mapping system. The current map-making system in Ohio created a congressional map and seven statehouses, which were deemed unconstitutionally gerrymandered, as they favored Republicans in the state.

The proposal would overhaul the current redistricting commission—comprised of four lawmakers, the governor, the auditor and the secretary of state—replacing it with a 15-member citizen-led panel of Republicans, Democrats and independents. Retired judges would be responsible for selecting the members.

Last week, the Ohio Ballot Board approved language in the amendment that sparked the lawsuit from the Citizens Not Politicians campaign. The proposed constitutional amendment, which aims to "ban partisan gerrymandering," would be described as establishing a 15-member Citizens Redistricting Commission that would be "required to gerrymander" Ohio's legislative and congressional districts.

In its lawsuit, Citizens Not Politicians argue that the approved ballot language "gets it entirely backward," asserting that their proposal aims to ban partisan map manipulation. The lawsuit states that the plan ensures the commission's maps reflect Ohioans' statewide partisan preferences while creating geographically contiguous districts that represent communities of interest.

However, Ohio Republican State Senator Theresa Gavarone argued that the wording in the proposed amendment is the same definition for "gerrymander" found in the Oxford English Dictionary.

Redistricting is the process of redrawing state electoral districts to reflect updated population data from the U.S. Census, conducted every 10 years. Gerrymandering refers to manipulating district boundaries to favor a particular political party or group.

The lawsuit from Citizens Not Politicians argues that the gerrymandering language and many other words in the ballot description violate the Ohio Constitution.

"Every single paragraph of the ballot language includes misleading and biased language that further serves to sway voters against the Amendment," the lawsuit says.

After Friday's ballot board meeting, neither LaRose nor Gavarone spoke to reporters. Instead, they recorded a 35-minute podcast with John Fortney, the communications chief for Republican Ohio Senate President Matt Huffman, where they defended the board's actions and criticized the fall proposal—dubbed "Political Outcomes Over People"—as undemocratic, overly broad and impractical.

fairness meter

Newsweek is committed to journalism that's factual and fair.

Hold us accountable and submit your rating of this article on the meter.

About the writer

Matthew Impelli is a Newsweek staff writer based in New York. His focus is reporting social issues and crime. In January 2023, Matthew traveled to Moscow, Idaho where he reported on the quadruple murders and arrest of Bryan Kohberger. Matthew joined Newsweek in 2019 after graduating from Syracuse University. He also received his master's degree from St. John's University in 2021. You can get in touch with Matthew by emailing [email protected] . Languages: English.

• Newsweek magazine delivered to your door
• Newsweek Voices: Diverse audio opinions
• Enjoy ad-free browsing on Newsweek.com
• Comment on articles
• Newsweek app updates on-the-go

Top stories

Donald Trump Raises Prices at Golf Resorts as Financial Health Deteriorates

DNC TV Ratings Compared to the RNC

Ron DeSantis Suffers String of Defeats in Florida School Board Races

Mpox Update As Cargo Ship Quarantined Over Infection Fears