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Assistive Technology

Mission Statement

To promote independence and optimize the education of students with special needs through the integration of assistive technology into their educational program through collaboration, partnership, and resource development.

Assistive Technology Teams
School districts in Jackson, Klamath and Josephine counties have created AT teams to serve their needs. If you need services or further information about assistive technology, contact your local school district or Oregon Technology Access Program (OTAP) at Debra Fitzgibbons, OTAP Coordinator, may be reached at
Assistive Technology (AT) Lending Library
The Assistive Technology Lending Library was established as a cooperative effort by the Special Education Directors of Jackson, Josephine, and Klamath Counties.  Library items may be checked out for the purpose of determining potential solutions to address student specific IEP goals and objectives.  Click here to download the most recent AT Library Catalog.

Please email should you need an item from the library.

Phone: 541-776-8590 ext. 3137
Fax: 541-535-2460

Audiology Services

A wide range of diagnostic audiology services are available for children ages birth through high school graduation, including pure tone air and bone conduction testing, visual reinforcement and conditioned play audiometry, speech audiometry, acoustic immittance testing, otoacoustic emissions screening, hearing aid services, ear mold impressions and fitting, custom made swim plugs, sound field amplification and personal DM/FM systems. Participating counties: Jackson.

Consultative services are available for educational staff and families, including topics such as: educational impact of hearing loss, hearing aids, cochlear implants, personal DM/FM equipment, and sound field amplification.

Pre-school children and infants may be referred by parents,health care providers, and Early Intervention staff in Jackson County. School-age children may be referred through their school district.


101 N Grape Street
Medford, OR 97501
Fax: 541-776-8590 ext. 3111

Coming soon!


101 N Grape Street
Medford, OR 97501
Phone: 541-776-8590 ext. 3111 or 800-636-7450
Fax: 541-779-2018

The Oregon Project

We are happy to release the 7th Edition of the Oregon Project. The new edition features:

  • Intuitive web based curriculum
  • Dynamic charts and graphs as assessment data is entered
  • Real-time dynamic charts and graphs
  • Binder (teaching activities) now be embedded
  • Printable skills inventories and teaching activities
  • New numbering system based on age range
  • Birth – 1 age range includes subcategories of Birth – 6 months and 6 – 12 months
  • Updated content

The Oregon Project for Preschool Children who are Blind or Visually Impaired (The OR Project) is a comprehensive assessment and curriculum designed for use with children birth to six who are blind or visually impaired. It can be used by parents, teachers, vision specialists, or counselors in the home or in the classroom setting.

This new edition provides computer graphing of an individual child’s profile to clearly depict the child’s strengths and areas for instruction. The OR Project can be used with any child functioning at developmental levels between birth and six years.

The Oregon Project consists of a:

  • Manual
  • Teaching Activities
  • Reference Section
  • Skills Inventory
Find out more here

All orders can be completed using a credit card on the Oregon Project website after registering for an account.


Pricing & Ordering

PRICING AND ORDERING for the NEW Oregon Project, Seventh Edition.

  • Teacher Accounts: Teachers accounts will be free and will give them access to their team and allow them to view and edit information on purchased student licenses that are associated with that team. You must have purchased student accounts to access the OR Project curriculum and all of it’s features and resources.
  • Student License: $65 per student, this includes individual profiles equipped with the skills inventory, visually engaging charts and graphs, printable teaching activities, and student checklists all integrated within each student license.


For technical or ordering questions regarding the Oregon Project Curriculum and Skills Inventory:

Click Here To Download the Sole Source Letter

Click here to Download the SOESD W9 Form

Psychological Services

School Psychologists are uniquely qualified members of school teams that support students’ ability to learn and teachers’ ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. School Psychologists partner with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. SOESD currently employs a team of 11 school psychologists to serve the Ashland, Butte Falls, Grants Pass, Klamath Falls City, Klamath County, Medford, Rogue River, Prospect, Three Rivers, and Pinehurst School Districts. Services are also provided to other programs, including STEPS, STEPS Plus and Long-Term Care and Treatment classrooms in Medford and Grants Pass. For more information, email: or call 541-776-8590 ex 3119.

Eligibility and Referral Information


Referrals for school psychology services are typically generated by the school’s student study team (SST). Parents, teachers, special educators, administrators, and sometimes physicians refer when they suspect the child may have an educational disability. A team, including the parents, will meet to discuss the nature of the concern, the child’s school history and current progress to determine the most appropriate course of action. Possible outcomes may include recommendations for classroom modifications or a full psycho-educational evaluation.


If an evaluation is recommended, the school psychologist will follow guidelines established by IDEA and the OR State Department of Ed. A developmental history, educational file review, parent/teacher/student interviews, observations, and standardized assessments of intellectual ability, adaptive behavior, behavioral functioning, or emotional status may be included. Evaluations are designed to provide information to help identify possible educational disabilities including learning disability, emotional disturbance, autism spectrum disorder, intellectual disability or other health impairment impacting education. Written consent of the parent is always required before evaluation occurs.


Upon completion of the evaluation, the school psychologist presents their findings to the educational team, including the student’s parents and teachers. If the child demonstrates characteristics of an educational disability and that disability adversely impact their education, and individualized education plan will be developed.

If the educational team determines that the student does not have an educational disability, the school psychologist may continue to consult with the regular education teacher to identify possible accommodations which address the student’s learning profile.

The eligibility requirements for each educational disability in Oregon is described on the Oregon Department of Education (ODE) website. To talk to a specialist concerning any of these disabilities, call the Oregon Department of Education at 503-378-3600 x2320.


541-776-8590 ext. 3119

School Nursing Services

Participating counties: Jackson and Josephine.

Students attending schools may have a variety of chronic and acute health conditions such as seizures, asthma, diabetes, and severe allergies. Some students may require medical assistive devices and procedures such as gastric tube feeding, oxygen administration, suctioning, or nebulizer treatments. School nurse consultants help school districts meet the needs of these students, and maintain compliance with Oregon rules and statutes, working under the requirements of both the Oregon Board of Education and the Oregon State Board of Nursing.

View School Nurse Consultant Services

Staff Trainings – Staff trainings can include medication administration, severe allergic reaction, severe hypoglycemia/Glucagon, seizure management, asthma, shunt emergencies, seizure management, and diabetes. CPR / First Aid training using the Medic First Aid system is also available.

Nursing Delegation – Certain nursing tasks, such as administration of oxygen or gastric tube feedings, may only be instructed, delegated, and supervised by a registered nurse.

Childhood Diabetes Database Reporting – This program, implemented in 2007, requires schools to report information on children under 18 who have diabetes. Although this is a district responsibility, School Nurse Consultants can provide guidance.

Nursing assessment and development of Individual Health Plans (IHPs) or Emergency Action Plans – Nurse consultants are vital to planning for management of health needs and health emergencies in the school setting. The nurse will assess the individual student and develop a plan specific for that student’s needs.

Participation in IEP and 504 team planning for students with special health needs – Nurse consultants can help to identify and lessen health barriers to learning, help to develop IEP goals that provide for the required health needs of students, and should be informed of and invited to annual review meetings.

Medication Review – Nurse consultants can review medication storage and documentation in schools to assure that procedures are compliant with the law.

Vision Screenings – Nurse consultants can coordinate vision screening.

Health Case Management – For students with complex medical situations, nurse consultants can provide information regarding resources and programs that may assist students and families regarding health concerns.


101 N Grape Street
Medford, OR 97501
Phone: 541-776-8590 ext. 3137
Fax: 541-535-2460

Join us for Free Spanish & English ASL Classes

Find out more


101 N Grape Street
Medford, OR 97501
Phone: 541-776-8590 ext. 3111 or 800-636-7450
Fax: 541-779-2018

Speech Language Therapy

The SOESD provides an itinerant speech/language pathologist in each of the district’s schools which request this program. Services provided by the Speech and Language Program are customized to meet the requests of each school and therapy is individualized to address the unique communication needs of each student. Specific communication disorders include articulation, voice, fluency, and language. A licensed speech/language pathologist, and in some cases, an speech/language pathology assistant or educational assistant, may provide a variety of services to each school including direct student instruction, planning and development of therapeutic interventions, working with other staff and parents to develop activities, and providing technical assistance to solve short-term communication problems.

The speech/language pathologist may serve as a consultant to regular education teachers and provide direct therapy to students in both regular and special education classrooms. The proportion of time spent in each of these roles and locations where direct student services are delivered depends on the philosophy, goals, and procedures of each school. The speech/language pathologist plays a significant role in the multidisciplinary team by providing relevant information upon which the team determines the existence of any disability and develops and implements a specially designed program.

Speech Pathologists from the SOESD also provide services to the STEPS and STEPS Plus programs, SOESD programs that serve students with multiple and severe disabilities from resident districts. In addition to the services listed above, the Speech Pathologist serving these programs may provide therapy and/or consultation on Pre-linguistic Communication, Feeding and Swallowing, Augmentative Communication and other non-verbal communication.

Participating counties: Jackson and Josephine.

View FAQs

Frequently Asked Questions

Q: What are some specific types of communication disorders?
A: Communication disorders can result in problems with:

  • Articulation – difficulty making speech sounds or to speak clearly
  • Fluency – stuttering
  • Voice-hoarseness, loudness, nasality, pitch (too high, too low, monotone)
  • Language – understanding and expressing thoughts and ideas
  • Social Communication-peer interaction, turn taking, asking and answering questions, conversation skills
  • Feeding – chewing and swallowing, taking adequate nutrition for growth
  • Inability to speak-no spoken language

Q: What are the signs of a communication disorder?
A: A communication disorder might be present when a person’s speech or language differs from his or her peer group, is difficult to understand, when talking is avoided, or when ineffective communication behaviors result in frustration. As all academics are based on language, failure to succeed in literacy or math might indicate a communication disorder.

Q: What can you do if you suspect a communication disorder?
A: If you suspect a communication disorder contact your child’s teacher, the school speech/language pathologist or your local school district. These service providers will help determine if an evaluation is needed.

Q: What can a speech/language pathologist do to help students with communication disorders?
A: A speech language pathologist can work with classroom teachers and students individually or in groups to improve communication skills necessary to succeed in school and everyday life. Services are provided to help children overcome their disabilities and become more effective communicators, problem-solvers and decision-makers.

View Referral and Eligibility Information


Referrals may be generated by a parent, a student, a classroom teacher, a special educator, or a physician who is familiar with the child.

According to IDEA rules and regulations, students aged 5-21 must be evaluated by a licensed Speech/Language Pathologist in order to determine eligibility for special education based upon a communication disorder or autism spectrum disorder.

The IEP team (inclusive of parents) meets to discuss concerns, review records, and decide upon the most appropriate option:

  • No further action is needed at the time
  • Implement additional classroom modifications and strategies for a designed time and reconvene the team to evaluate progress/effects and again determine the course of action.
  • A communication evaluation conducted by a licensed SLP.


The evaluation will include standardized tests, observations, communication samples, and interviews with staff, parents, and/or the child.

Listed below are some common terms related to communication:

  • Reception involves accurately hearing sounds and words as well as understanding their meanings. (receptive)
  • Expression generally considers one’s ability to formulate and share coherent strings of information. (expressive)
  • Fluency is the general ease with which we communicate. Variations may include sound and/or word repetitions, sound prolongations, unusual breathing/speaking patterns or related changes in movement of facial musculature. Depending on the degree and frequency of occurrence, these characteristics may be referred to as stuttering.
  • Speech Sound Production, also referred to as
  • Articulation or Phonology, addresses an individual’s ability to produce the sounds of language. Overall intelligibility of a speaker is determined by how accurately they can produce our language’s sounds in various word positions (beginning, middle, end) and by how they maintain integrity of sound production (intelligibility) during conversational speech.
  • Comprehension involves listening to the language of others and constructing meaning from these communications. When we “comprehend”, we listen and understand what the intent of someone else’s words convey. Comprehension may refer to processing of either verbal input or printed/written input.
  • Voice or vocal quality should be clear and age-appropriate without distracting acoustic features such as hoarseness (stridency), breathiness, or obvious struggle.
  • Pragmatics provides us with conversational rules. We change the quantity and quality of our talk based upon the perceived needs of our talking partners. We notice breakdowns and attempt repairs.
  • Semantics refers to the meaning of words, referential definitions, as they occur in context.
  • Morphology focuses on the smallest word units such as ‘s’=plural, “un”-not.

Syntax addresses between-word grammar structures such as rules of subject-verb agreement.

According to IDEA law, at least one standardized assessment tool must be administered to assess eligibility for communication disorder. Scores will serve as one indicator as to how your child’s communication skills performance compares to that of same-aged peers. Scores that are significantly (one and a half or more standard deviations) below those of same age peers may indicate a need to consider a communication disorder. Tests and subtests measure the child’s ability to understand, related to, and use of language and speech clearly and appropriately. The team has agreed that the following will be administered as appropriate:

  • Peabody Picture Vocabulary Test-IV (receptive)
  • Expressive Vocabulary Test-2 (expressive)
  • Test of Problem Solving (synthesis/analysis).
  • Clinical Evaluation of Language Fundamentals-IV (receptive and expressive subtests)
  • Test of Language Development -4 Primary/Intermediate (receptive and expressive)
  • WORD Test Elementary -Revised (receptive and expressive)
  • WORD Test Adolescent – 2 (receptive and expressive)
  • Preschool Language Scale-4- (receptive and expressive)
  • Bracken Test of Basic Concepts (receptive and expressive)
  • Test of Auditory Comprehension of Language (receptive)
  • Test of Semantic Skills, Primary and Intermediate (receptive/expressive)
  • Functional Communication Profile -Revised (functional language skills)
  • Goldman-Fristoe Test of Articulation -2 (sound production)
  • Arizona Articulation Proficiency Scale-3rd revision (sound production)
  • Assessment of Phonological Processes R (sound production)
  • Photo Articulation Test (sound production)
  • Stuttering Severity Instrument -3 (fluency)

In addition to standardized assessment, the following procedures should be a part of a communication evaluation:

  • Hearing Screening which includes pure tone hearing screen to assess bilateral sound reception at a basic level and a tympanic screening which screens middle ear functioning.
  • Oral Motor Examination which will reveal any structural or functional abnormalities that may interfere with speech and/or feeding/swallowing competencies.
  • Parental interview (regarding developmental and communication skills)

A child’s functional or spontaneous competencies must also be considered. Observation and analysis of the child’s communication competencies in his/her educational settings may include sampling and analysis of:

  • Spontaneous, conversational language
  • Spontaneous speech
  • Literacy competencies (sound awareness, spelling, reading, reading comprehension, writing content and organization)
  • Keyboarding competence
  • Ability to attend and respond to directions as well as to “filter out” extraneous input
  • Planning, organization, reasoning, and problem solving related to curriculum (referred to as “Executive Functioning”)
  • Memory and recall of general information, stories, poems, songs
  • Pragmatic Communication (ability to coordinate conversational relationships)
  • Ability to convey information (verbal or written) in a well-organized, cohesive manner


Upon completion of evaluation the team will convene again to review results. Areas the team can consider for a communication disorder include; Fluency, Voice, Phonology or Articulation and Language which includes; syntax, morphology, pragmatics, or semantics. For a language disorder, the team has to determine if the disability is the result of another disability (such as intellectual disability, autism, etc.) before eligibility can be determined. The team will further need to determine that the disability has an adverse impact on education. If the team determines that the student qualifies for special education, an IEP will be developed.

View Resources

The Speech, Language, and Hearing Program offers these suggested links for parents and professionals to obtain further information about communication and hearing disorders. We have chosen these professional organizations or university bases sites as starting points for connections with other links. We realize that anyone can put anything on the internet and that information you may seek through a general search may or may not be accurate. It is our hope that by accessing these links you may find valid and up-to-date information.

American Speech-Language and Hearing Association

The homepage features information for professionals as well as parents. On-line brochures and links to other sites are easily accessible.

National Institute on Deafness and Other Communication Disorders Clearinghouse(NIDCD)

The NIDCD Clearinghouse responds to the needs of health Professionals, patients, people in industry, and the public by responding to written and telephone inquiries, distributing health related materials, and maintaining a computerized database.

Parents Helping Parents

PHP is a parent-directed family resource center serving children with special needs, their families, and the professionals who serve them. It provides a variety of services, including support in the following languages: Japanese, Spanish, and Vietnamese

Oregon Technology Access Project (OTAP)

The Oregon Technology Access Program (OTAP) provides training, information, technical assistance and resources regarding the uses of technology for children with disabilities. OTAP services are available to anyone concerned with the needs of Oregon children with disabilities from birth to age twenty-one. The program is sponsored by the Oregon Department of Education (ODE).

View Self-Help Groups

The following organizations sponsor self-help groups for people with speech, language, and/or swallowing disorders.

The Arc
1825 K Street, St. 1200
Washington, DC 20006

Autism Society of America
4340 East-West Hwy., St. 350
Bethesda, MD 20814

The Brain Injury Association
1608 Spring Hill Road, ST 110
Vienna, VA 22182

The Childhood Apraxia of Speech Association
416 Lincoln Ave., 2nd Floor
Pittsburgh, PA 15209

Learning Disabilities Association of America (LDA)
4156 Library Road
Pittsburg, PA 15234-1349

National Aphasia Association
350 Seventh Avenue, St. 902
New York, NY 10001

National Coalition on Auditory Processing Disorders

National Easter Seal Society
233 S. Wacker Drive, ST. 2400
Chicago, IL 60606

National Stuttering Association
119 W. 40th Street, 14th floor
New York, NY 10018

The Stuttering Foundation
P.O. Box 11749
Memphis, TN 38111-0749

101 N Grape Street
Medford, OR 97501
Phone: 541-776-8590 ext. 4814
Fax: 541-535-2460

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