Speech language pathologists offer assistance in addressing linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk in the school setting. Speech-language pathologists working in the school setting use a variety of interventions, strategies and/or modifications, as well as assistive devices or services to support the student’s participation in academic and social activities. SLPs use interventions to improve fluency, speech production, language, cognition, voice, resonance, swallowing and auditory rehabilitation for engagement in school-related activities. Speech therapists work in general and special education classrooms to improve listening, speaking, reading, writing and learning strategies. Working alongside school administrators and teachers, SLPs assist in the designing of a curriculum to develop communication skills.
Pediatric Therapies, Inc. SLPs :
- Come with years of experience working across all age levels, providing appropriate speech-language services to pre-K, elementary, middle, and high school students.
- Work with students who exhibit a full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. serve a range of disorders
- Ensure educational relevance by addressing personal, social, academic, and vocational needs that have an impact on attainment of educational goals
- Provide a unique contribution to the curriculum. SLPs fulfill a district set of roles based on their focused expertise in language.
- Provide quality service by maintaining competency through mentorship and continuing education. Therapists are reimbursed for continuing education classes and have access to mentorship from veteran speech therapists.
SLPs provide services to support the instructional program at a school. SLPs’ unique contributions complement and augment those made by other professionals who also have unique perspectives and skills. SLPs work collegially with general education teachers who have the primary responsibility for curriculum and instruction. SLPs also work alongside reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers. SLPs are uniquely able to contribute significantly to the literacy achievement of students with communication disorders, as well as other struggling learners. SLPs work closely with teachers and classroom staff—along with other specialized instructional support personnel (SISP)—to collaboratively address students’ goals.
SLPs conduct assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention. Student learning targets are collaboratively established, in part, based on data that reflects language weaknesses impacting mastery of the students’ curriculum. SLPs engage families and students in planning, decision making, and program implementation, monitoring of progress and advocacy. SLPs model and instruct on how to implement recommended accommodations and modifications, resulting in improved communication interactions within the classroom setting. SLPs are focused on team coordination and provide assistance and support to students.
SLPs provide intervention that is appropriate to the age and learning needs of the individual student and is selected through an evidence-based decision-making process. For initial IEPs and when annual reviews are conducted, the SLP considers the least restrictive environment (LRE) and suggests that some therapy services be delivered in the classroom, when appropriate for the student. Speech-language services may be provided in a variety of educational settings, such as the playground, media center, lunchroom, vocational training site, music classroom, physical education room, and other classrooms. IDEA mandates that services be provided in the least restrictive environment and/or most natural setting. When providing indirect or consultative services, the SLP works with the student’s teachers, staff, and family. Activities include the following:
- Analyzing, adapting, modifying, or creating instructional materials
- Programming or instructing others on augmentative and alternative communication (AAC) devices
- Participating in team or IEP meetings
- Monitoring student progress via data checks and observations
- Conducting assessments or gathering baseline data
- Planning interventions
- Collaborating with teachers, other SISP, and families