Listed below are examples of the roles and responsibilities of school-based Speech Language Pathologists (SLPs) as indicated by the American Speech-Hearing-Language Association (ASHA, 2012).
1. Critical Roles in Education—SLPs in schools have critical roles in education and are integral members of school faculties.
*Working Across All Levels—SLPs provide appropriate speech-language services in pre-K, elementary, middle, junior high, and high schools with no school level underserved. (Note: In some states, infants and toddlers receive school services.)
*Serving a Range of Disorders—As delineated in the ASHA Scope of Practice in Speech Language Pathology and federal regulations, SLPs work with students who exhibit the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing. Myriad etiologies may be involved.
*Educational Relevance— The litmus test for roles assumed by SLPs in school settings is whether their work has an impact on the education of students. Therefore, SLPs address personal, social, academic, and vocational needs that have an impact on attainment of educational goals.
*Providing Unique Contributions to Curriculum—SLPs fulfill a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure or struggle in school settings.
*Highlighting Language/Literacy— Current research supports the interrelationships across the language processes of listening, speaking, reading, and writing; SLPs are uniquely able to contribute significantly to the literacy achievement of students with communication disorders, as well as other struggling learners.
*Providing Culturally Competent Services— There is an ever-increasing diversity in school populations. SLPs make important contributions to ensure that all students receive quality, culturally competent services. SLPs have the expertise to distinguish a language disorder from “something else.” That “something else” might reflect cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and/or the challenges of acquiring the dialect of English used in the schools. This expertise leads to more accurate and appropriate identification of student needs. SLPs can also address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth.
2. Range of Roles and Responsibilities—SLPs in schools are focused on helping students meet the performance standards of a particular school district and state.
*Prevention—SLPs are integrally involved in the efforts of schools to prevent academic failure, no matter what form those initiatives take (e.g., Response to Intervention or RTI).
*Assessment—SLPs conduct assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP.
*Intervention—SLPs provide intervention that is appropriate to the age and learning needs of individual students and is selected through an evidence-based decisionmaking process. Although service delivery models are typically more diverse in the school setting than in other settings, the therapy techniques used with students with disabilities are clinical in nature.
*Program Design—It is essential that SLPs design school-wide speech-language services that employ a continuum of service delivery models in the least restrictive environment for students with disabilities and that they integrate services to other students as appropriate.
*Data Collection and Analysis—SLPs, like all educators, are accountable for student performance outcomes. Therefore, the SLP’s essential responsibilities include supporting data-based decision making by gathering and interpreting data related to individual student performance as well as overall program success.
*Compliance—In performing their duties, SLPs are responsible for meeting federal and state mandates and adhering to local policies as well. Activities may include IEP development, Medicaid billing, report writing, and treatment plan/therapy log development.
3. Collaboration—SLPs work in partnership with others to meet students’ needs
*With Other School Professionals—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. It is essential for SLPs to work collegially with general education teachers who have the primary responsibility for curriculum and instruction. SLPs also work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers. Working with school and district administrators in designing and implementing programs is also crucial.
*With the Community— SLPs work with various individuals and agencies involved in teaching or providing services to children and youth, including, for example, physicians, private therapy practitioners, social service agencies, private schools, and vocational rehabilitation staff.
*With Families—For students of all ages, it is essential that SLPs engage families in planning, decision making, and program implementation.
*With Students—Student involvement in the therapeutic process is essential to promoting personal responsibility and ownership of communication improvement goals. SLPs actively engage students in goal planning, intervention implementation, monitoring of progress, and self-advocacy appropriate to age and ability level.
4. Leadership—SLPs provide direction in defining their roles and responsibilities and in ensuring appropriate services to students.
*Advocacy—To be productive and effective, SLPs must advocate for not only appropriate programs and services for children and adolescents, but also desirable working conditions, such as reasonable workloads, professional development opportunities, and other program supports. Because some of the roles SLPs assume may be new or evolving and may not be clearly understood by others, SLPs have a responsibility to articulate their roles and responsibilities to teachers, other school professionals, administrators, support personnel, families, and the community. They also work to influence the development and interpretation of laws, regulations, and policies to promote best practice.
*Supervision and Mentorship—SLPs play a vital role in inducting new professionals. They are involved with supervising student SLPs and clinical fellows, as well as in mentoring new SLPs. They also may supervise paraprofessionals.
*Professional Development—SLPs are valuable resources in designing and conducting professional development. Given their expertise in communication and language, SLPs have much to offer other educators, including administrators, teachers, other educational specialists and paraprofessionals, in the collaborative effort to enhance the performance of students in schools.
*Parent Training—SLPs are in a position to provide training to parents of students of all ages with regard to communication development and disorders. Training may be especially helpful to families in creating a language and literacy-rich environment.
*Research—Federal law requires the use of scientifically-based practices in the schools. It is important for SLPs to participate in research to support evidence-based assessment and intervention practices.