Frequently Asked Questions About School-based Speech/Language Services

What types of speech and language disorders affect school-age children?

Children may experience one or more of the following disorders:

• Speech sound disorders - difficulty pronouncing sounds

• Language disorders - difficulty understanding what they hear as well as expressing themselves with words.

• Cognitive-communication disorders - difficulty with thinking skills including perception, memory, awareness, reasoning, judgment, intellect and imagination.

• Stuttering (fluency) disorders - interruption of the flow of speech that may include hesitations, repetitions, prolongations of sounds or words.

• Voice disorders - quality of voice that may include hoarseness, nasality, volume (too loud or soft).

How may a speech-language disorder affect school performance?

Children with communication disorders frequently do not perform at grade level. They may struggle with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid attending school, show poor judgment, and have difficulty with tests.

Difficulty in learning to listen, speak, read, or write can result from problems in language development. Problems can occur in the production, comprehension, and awareness of language sounds, syllables, words, sentences, and conversation. Individuals with reading and writing problems also may have trouble using language to communicate, think, and learn.

How do parents and school personnel work together to insure that children get the speech-language support they need?

Teachers and Parents should refer any student who shows signs of an articulation disorder, a language disorder, a voice disorder, or fluency disorder to the Response to Intervention Team.

Screening, assessment, and treatment of communication problems may involve cooperative efforts with:  parents, speech-language pathologists (SLPs), audiologists, psychologists, social workers, classroom teachers, special education teachers, guidance counselors, physicians, dentists, and nurses.

SLPs work with diagnostic and educational evaluation teams to provide comprehensive speech/language assessments for students. SLPs integrate students' speech-language goals with academic outcomes and functional performance.

How do school-based speech-language services differ from hospital or clinic-based services?

To receive speech/language services in school a student’s disability must adversely affect educational performance.  School-based services are designed for and aligned with learning and accessing the school curriculum.

Can a child be eligible for speech/language services from a private practitioner and not eligible for services in schools?

Speech/language pathologists in private practice provide a broad spectrum of communication services based on their education and experience. These services range from treating disorders of language, speech sound production, voice, and fluency to accent reduction and literary skills-to name a few. SLPs in private practice are not held to stringent eligibility guidelines and can treat mild disorders that may not be addressed in a school setting.

In school settings, speech-language pathologist provide a broad spectrum of communication services based on their education and experiences. However, services must conform to federal regulations created to implement the Individuals with Disabilities Education Act (IDEA), a law designed to ensure that all students receive a Free and Appropriate Public Education (FAPE). Determination of eligibility for services in schools is a multistage process that includes screening, evaluation, observations from teachers, information from parents, and review of the student's work samples. 

How are speech-language services provided at school?

If a student is found eligible to receive services direct and/or indirect speech-language services may be provided.  Direct services may include individual, small group or classroom-based therapy. Indirect services may include consulting with teachers, conducting classroom observations, working with parents, and participating on student assistance teams.