Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
Category: Individualized Education Program (IEP)
An Individualized Education Program (IEP) documents the special education and related services necessary to meet the educational needs of a student with a disability. Goals, objectives, present levels of performance, and related services are all included within the IEP.
Reading Development Module 2: Role of the SLP in Literacy
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others. Read More
Common Core: Aligning IEP Goals to the CCSS: Case Study- Caitlin
AligningtheIEPtoCCSS_Caitlin.pdf
This case study is part of the Aligning IEP goals with the Common Core State Standards series. In this case study you will be asked to complete all 8 steps for developing IEP goals for Caitlin, a bilingual first grader. Read More
Common Core: Aligning IEP Goals to the CCSS: Case Study- Joey
AligningtheIEPtoCommonCoreStateStandardsCaseStudyJoey.pdf
This case study is part of the Aligning IEP goals with the Common Core State Standards series. In this case study you will be asked to (1) Choose the standard (2) “Unpack” the standard and break it into its component parts (3) Analyze the subskills (4)Develop the goals (5) Create short-term objectives for planning and benchmarks for Joey, a 6 year old of Puerto Rican descent. Read More
Common Core: Integrating Common Core State Standards for the SLP
In this article, you will learn how SLPs can (1) Support classroom instruction, and (2) Align IEP goals with the CCSS. Read More
Common Core: Aligning IEP Goals to the CCSS: Case Study- Monica
AligningIEPtoCCSS_CaseStudy_Monica_1.9.14.pdf
This case study is part of the Alignining IEP goals with the Common Core State Standards series. In this case study you will be asked to (1) Develop the CCS goals and (2) Create short-term objectives for planning and benchmarks for Monica, a 12 year old, 6th grade English language Learner. Read More
Construct Validity of the PLS-5
Alexandra Gibson and Elana Winters presented this poster at ASHA’s convention in Chicago in November 2013. Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia Uniersity. This course is required as part of the master’s SLP program there.
In that course the students must analyze the most widely used standardized tests to identify disorder/disability for children and adolescents. They analyze the tests’ validity, reliability, and significant biases among other factors. The information for the analysis is primarily from the test itself—generally the interpretive and technical manuals and the other information provided to anyone who purchases the test. That material is analyzed in light of the standards of the field, including the work of Dollaghan, Vance and Plante, Restrepo, and going back to even McCauley and Swisher‘s work of 1984. In the class students find and incorporate into their analysis any research on current or older versions of the test. Another part of the task is to analyze the significant biases including cultural and linguistic biases and biases related to socio-economic background.
Research Text: What’s Wrong With Labeling a Child With a Disability When the Child Does Not Have One?
Whats Wrong With Labeling a Child With a Disability When the Child Does Not Have One.pdf
This document relays some important points about why practitioners must take care when labeling children as having a disability or not because of the effects it can have on their academic futures.
