and Responsibilities of a
SLPs work across all grade levels to provide appropriate
speech-language services in early intervention, Pre-K, elementary, middle,
junior high, and high schools.
SLPs work with students who exhibit a full range of
communication disorders, including those involving language, articulation (speech
sound disorders), fluency, voice/resonance, and swallowing.
The SLP performs diagnostics to determine whether the student’s
suspected disorder has an impact on his/her education. Therefore, SLPs address
personal, social/emotional, academic, and vocational needs that have an impact
on attainment of educational goals.
SLPs are involved in RTI
(response to intervention) when considering language and articulation.
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.
SLPs provide intervention that is appropriate to the age and
learning needs of each individual student and is selected through an
evidence-based decision-making process. Although service delivery models are
typically more diverse in the school setting than in other settings, the
therapy techniques are clinical in nature when dealing with students with
SLPs are responsible for meeting federal and state mandates as
well as local policies in performance of their duties. Activities may include
Individualized Education Program (IEP) development, Medicaid billing, report
writing, and treatment plan/therapy log development.
SLPs collaborate with students, fellow special educators,
general education teachers, administration, and parents in order to provide
quality speech and language intervention.
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.
SLPs commit to lifelong learning because
of their involvement in a quickly growing and changing field.