School Speech-Language Pathologists
Hayley K. Mason
Ball State University
School Speech-Language Psychologists
Speech-language pathologists began their impact in schools in 1910 in the Chicago public school systems. These programs commenced due to educators acknowledging how speech and hearing problems affected performance in the classroom. Today, 55% of all speech-language pathologists (SLPs) work in the school systems, 95.5% of those being females (Plante & Beeson, 2008). They are required to perform a vast array of important tasks. They determine, diagnose, treat, and assist in preventing disorders related to speech, communication, language, and fluency. According to a study done by Plante and Beeson (2008), their caseloads may accommodate multiple handicapped children or those with distinguishing speech and language hindrances. Their work is in-depth and very meticulous. School speech-language pathologists administer distinctive diagnostic tests to help recognize the particular area of complications a child encounters. The child may face problems with stuttering, fluency, swallowing, articulation of words, or many other serious cases. Once the impairment of a student is recognized, they write an individualized education plan (IEP). This is comprised of a set of simple goals and objectives for each of their students throughout the duration of the school year. They may work with the students individually, in a small group, or with an entire classroom to accomplish these goals (Plante & Beeson, 2008). Each school day has a fixed number of allotted time slots for a school SLP. It must be filled with activities mandated by the state, federal laws, or local education problems and procedures ("Executive summary: A," 2003). If needed, they may work with other professionals to help treat children. Classroom teachers can aid in sharing with the speech-language pathologist what the child’s struggles with in the classroom. Audiologists and school...
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