Speech Language Therapy
An Educational Model
The provision of school based therapy is governed by the state and federal laws. Regulations focus attention on the impact a disability has on a student’s ability to access the general education program.
Role of Therapy:
It is necessary for the SLP to link assessment, eligibility determination, IEP design and implementation to the North Carolina Standard Course of Study. Goals and objectives are developed by the team based on the student’s present level of performance. The need for speech-language pathology as a related service depends directly on the IEP determined course of study and the IEP goals and objectives. The team also needs to determine that the service is necessary for the student to benefit from special education. The IEP goals and objectives would address any of the four areas of speech-language pathology: articulation, language, voice and/or fluency. SLP’s strive to align curriculum and assessment while using evidence-based instruction that is student focused.
There are many ways an SLP (Speech-Language Pathologist) can assess a student to determine difficulties in the school setting. A student who has a speech-language impairment has a disorder in articulation, language, voice, and/or fluency. A speech-language impairment may range in severity from mild to severe. It may be developmental or acquired, and students may demonstrate one or any combination of the four parameters listed above. Speech-language impairments may result in a primary disability or it may be secondary to other disabilities.
Federal and state regulations accentuate the role of a team in decision making in regard to eligibility, placement, programming and dismissal of children who are entered into the special education process. Parents, teachers, speech-language pathologists as well as professionals from other disciplines are encouraged to play a role in all aspects of decision-making and problem solving related to the eligibility, placement, intervention and dismissal of children and youth with speech-language impairments.
Therapy may be provided individually or in small groups. Service delivery is based on the IEP goals and objectives. No one service delivery model is right for every student or every disability. The SLP may not even be involved in the service delivery, as many communication goals are best carried out in a classroom setting or other daily living environments. Collaborating with educational staff to modify the student’s environment and daily school activities are part of school therapy.
Speech Language Pathology Resource Links: