Speech-Language Pathology in the Schools
Speech-language pathologists (SLPs) play an important role in the schools. They diagnose communication disorders and assist in planning appropriate educational interventions when those disorders have an educational impact*. Communication disorders in the schools mainly include expressive and receptive language (speaking and understanding), articulation, fluency and sometimes voice, resonance or swallowing disorders.
When a communication disability has an educational impact, the SLP can provide valuable information to teachers and families about how to address the disability to maximize the student’s communication potential. The SLP may also work directly with the student to help improve communication and to gain more in-depth information about what on-going interventions may be most effective. Decisions about the level of speech services are made by the IEP team. These decisions are guided by State law that says special education services be provided in the Least Restrictive Environment (LRE). The LRE is where students are educated to the maximum extent possible with their nondisabled peers.
Language and communication skills are acquired throughout a student’s waking hours in all settings with a wide variety of communication partners, whether the student is at school in class, on a sports or cheerleading team, or at home, hanging out with friends, ordering at McDonald’s, etc. One of the main roles a speech pathologist plays on an IEP team is to help the team understand a student’s communication challenges and to work with team members to help the student. This may include a defined period of direct therapy (considered a more restrictive environment) or it may involve consultation services (less restrictive, that is, the SLP doesn’t “pull” a student out of class away from his/her peers and regular instruction), but instead consults with the teacher(s) on a regular basis about how to address the disability. The SLP may also suggest program accommodations or modifications.
*It’s important to note that not all disabilities have an adverse effect on a student’s education. For example, a student may have an articulation disorder (for example, a “lisp”) or a fluency disorder (stuttering), but they are fully intelligible and not at all self-conscious about it. They participate in class discussions, read aloud when asked, readily answer questions, interact with friends, etc. While this student may be considered to have a disability, the disability may not be considered to have an adverse or negative effect on their education.
Speech-language pathologists (SLPs) play an important role in the schools. They diagnose communication disorders and assist in planning appropriate educational interventions when those disorders have an educational impact*. Communication disorders in the schools mainly include expressive and receptive language (speaking and understanding), articulation, fluency and sometimes voice, resonance or swallowing disorders.
When a communication disability has an educational impact, the SLP can provide valuable information to teachers and families about how to address the disability to maximize the student’s communication potential. The SLP may also work directly with the student to help improve communication and to gain more in-depth information about what on-going interventions may be most effective. Decisions about the level of speech services are made by the IEP team. These decisions are guided by State law that says special education services be provided in the Least Restrictive Environment (LRE). The LRE is where students are educated to the maximum extent possible with their nondisabled peers.
Language and communication skills are acquired throughout a student’s waking hours in all settings with a wide variety of communication partners, whether the student is at school in class, on a sports or cheerleading team, or at home, hanging out with friends, ordering at McDonald’s, etc. One of the main roles a speech pathologist plays on an IEP team is to help the team understand a student’s communication challenges and to work with team members to help the student. This may include a defined period of direct therapy (considered a more restrictive environment) or it may involve consultation services (less restrictive, that is, the SLP doesn’t “pull” a student out of class away from his/her peers and regular instruction), but instead consults with the teacher(s) on a regular basis about how to address the disability. The SLP may also suggest program accommodations or modifications.
*It’s important to note that not all disabilities have an adverse effect on a student’s education. For example, a student may have an articulation disorder (for example, a “lisp”) or a fluency disorder (stuttering), but they are fully intelligible and not at all self-conscious about it. They participate in class discussions, read aloud when asked, readily answer questions, interact with friends, etc. While this student may be considered to have a disability, the disability may not be considered to have an adverse or negative effect on their education.
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adheres to the provisions of the Family Education Rights and Privacy Act (FERPA).
Bartlett City Schools is not responsible for questionable or controversial content found through links external to this site.