by ROCHELLE SHOTWELL, M.A., CCC-SLP
EDUCATIONAL IMPACT, THIS IS THE REAL ISSUE, isn’t it? How do we know or determine when a child’s articulation errors should be recommended for the special education process and possible therapy? What about the social impact of articulation errors?
My friend Rita is a good example. She is an intervention specialist who has an “r” misarticulation in isolated vowel contexts and blends. At age 50, she still laughs about the six years of “r” therapy she went through in public school. Rita is married,
has children, a successful career in 
educa-tion, is politically active, etc. But her “r”
is distorted. She says, “Everyone just thinks I’m from New Jersey!” (spoken with a misarticulated “r”). Her “r” definitely had no social or educational impact—no “adverse effect.”
Questions to consider
The process for establishing educational impact always involves the teacher. Social involvement must take into account the parent’s perception of the child. Many key questions to consider are described in the excellent San Diego Public School manual on the subject, available for download at: http://csha.org/resource_center/CshaArticulationManual.pdf.
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In general, how intelligible is the student?
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Is the student’s academic performance satisfactory?
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Which subject areas are below grade level?
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How do the articulation errors impact success in each subject area?
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What has been done to correct the error sounds in the past?
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Does the student ever self-correct or say the specific sound correctly?
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How do classmates react to the misarticulations?
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Does the student initiate in conversations, ask questions, and volunteer to respond in class?
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Does the student’s articulation problem adversely affect educational progress?
These questions paint a picture that allows the SLP (Speech Language Pathologist) to determine if there is a need for special education services, whether interventions might help or whether no service is indicated. In the San Diego information referenced above, schools offer a specific type of intervention program called Speech Improvement Class, for students with “mild speech differences.” These differences do not significantly affect communication, self-esteem or achievement.
While the SLP plans and implements the program, some lessons are guided by trained adults. PSI uses certified consultants, teachers and trained, degreed personnel to address academic interventions with small groups of students. These efforts have maximized achievement with students who would not have benefited otherwise. Students typically receive two thirty-minute sessions per week for 17 weeks.
PSI can assist you with initiating this exciting alternative program for your students. 
Rochelle Shotwell is PSI’s Clinical Coordinator for Therapy Services. Learn more about PSI’s Speech and Language services by contacting either Rochelle or PSI’s Speech Therapy Coordinator, Susie Hummer (Speech@psi-solutions.org).