A. Definition of a Speech or Language Impairment
Speech or language impairment means a communication disorder, such as stuttering, impaired
articulation, a language impairment, or a voice impairment, that adversely affects a child's
educational performance.34 C.F.R. § 300.8(c)(11).
B. Fluency Disorder
Definition of a Fluency Disorder
“Fluency disorder” means the intrusion or repetition of sounds, syllables, and words;
prolongations of sounds; avoidance of words; silent blocks; or inappropriate inhalation,
exhalation, or phonation patterns. These patterns may also be accompanied by facial and
body movements associated with the effort to speak. Fluency patterns that can be attributed
only to dialectical, cultural, or ethnic differences or to the influence of a foreign language
must not be identified as a disorder.
The pupil has a fluency disorder and is eligible for speech or language special education
when:
A. the pattern interferes with communication as determined by an educational speech
pathologist and either another adult or the pupil; and
B. dysfluent behaviors occur during at least five percent of the words spoken on two or
more speech samples.
Minn. R. 3525.1343, subp. 1.
C. Voice Disorder Definition and Criteria of a Voice Disorder
“Voice disorder” means the absence of voice or presence of abnormal quality, pitch,
resonance, loudness, or duration. Voice patterns that can be attributed only to dialectical,
cultural, or ethnic differences or to the influence of a foreign language must not be identified
as a disorder.
A pupil has a voice disorder and is eligible for speech or language special education when:
A. the pattern interferes with communication as determined by an educational speech
language pathologist and either another adult or the pupil; and
B. achievement of a moderate to severe vocal severity rating is demonstrated on a voice
[evaluation] profile administered on two separate occasions, two weeks apart, at
different times of the day.
Minn. R. 3525.1343, subp. 2.
D. Articulation Disorder Definition and Criteria of an Articulation Disorder
A. “Articulation disorder” means the absence of or incorrect production of speech sounds or
phonological processes that are developmentally appropriate. For the purposes of this
subpart, phonological process means a regularly occurring simplification or deviation in an
individual’s speech as compared to the adult standard, usually one that simplifies the adult
phonological pattern. Articulation patterns that can be attributed only to dialectical, cultural,
or ethnic differences or to the influence of a foreign language must not be identified as a
disorder.
B. A pupil has an articulation disorder and is eligible for speech or language special education
when the pupil meets the criteria in item (1) and either subitem item (2), or (3):
(1) the pattern interferes with communication as determined by an educational speech
language pathologist and either another adult or the pupil; and
(2) test performance falls 2.0 standard deviations below the mean on a technically
adequate, norm-referenced articulation test; or
(3) a pupil is nine years of age or older and a sound is consistently in error as
documented by two three-minute conversational speech samples.
Minn. R. 3525.1343, subp. 3.
E. Language Disorder Definition and Criteria of a Language Disorder
A. “Language disorder” means a breakdown
in communication as characterized by problems in expressing needs, ideas, or information
that may be accompanied by problems in understanding. Language patterns that are
attributed only to dialectical, cultural, or ethnic differences or to the influence of a foreign
language must not be identified as a disorder.
B. A pupil has a language disorder and is eligible for speech or language special education
services when:
(1) the pattern interferes with communication as determined by an educational speech
language pathologist and either another adult or the child;
(2) an analysis of a language sample or documented observation of communicative
interaction indicates the pupil's language behavior falls below or is different from
what would be expected given consideration to chronological age, developmental
level, or cognitive level; and
(1) the pupil scores 2.0 standard deviations below the mean on at least two technically
adequate, norm-referenced language tests if available; or
(4) if technically adequate, norm-referenced language tests are not available to provide
evidence of a deficit of 2.0 standard deviations below the mean in the area of
language, two documented measurement procedures indicate a substantial difference
from what would be expected given consideration to chronological age,
developmental level, or cognitive level. The documented procedures may include
additional language samples, criterion-referenced instruments, observations in
natural environments, and parent reports.
Minn. R. 3525.1343, subp. 4.