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Policy Documents: - Position Statement - Professional Issues Statement

The document outlines new guidelines for the roles and responsibilities of school-based speech-language pathologists, which were needed to replace the outdated 2000 guidelines. It was developed through a process of gathering feedback from SLPs and refining the content. The new guidelines aim to better define SLPs' roles within schools in light of changes in legislation, education, and the profession.

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Angélica Torres
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25 views15 pages

Policy Documents: - Position Statement - Professional Issues Statement

The document outlines new guidelines for the roles and responsibilities of school-based speech-language pathologists, which were needed to replace the outdated 2000 guidelines. It was developed through a process of gathering feedback from SLPs and refining the content. The new guidelines aim to better define SLPs' roles within schools in light of changes in legislation, education, and the profession.

Uploaded by

Angélica Torres
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Roles and Responsibilities of Speech-

Language Pathologists in Schools

Policy Documents
• Position Statement
• Professional Issues Statement

ASHA
Policy

Available from www.asha.org/policy


Position Statement
Professional Issues Statement

Replace Guidelines for the Roles and


Responsibilities of the School-Based
Speech-Language Pathologist (2000)
Ad Hoc Committee on the Roles and Responsibilities of
the School-Based Speech-Language Pathologist
• Barbara Ehren (chair)
• Frances Block
• Catherine Crowley
• Ellen Estomin
• Sue Ann Goldman
• Susan Karr (ex officio)

• Vice President for Professional Practices in Speech-


Language Pathology Brian Shulman (2006–2008)
Vice President for Speech-Language Pathology
Practice Julie Noel (2009–2011) served as the ASHA
monitoring vice presidents,

• With contributions from ASHA staff member Deborah


Adamczyk.
The Development Process
• Held interactive sessions at ASHA Schools
Conference and ASHA Convention to obtain
feedback on the assumptions underlying the
documents.
• Used this information to craft the documents.
• Held interaction sessions again at ASHA
Schools Conference and ASHA Convention to
further refine the content.
• Conducted typical peer review process.
Why Do We Need New Documents?

• Existing ASHA Guidelines are 10 years old; changes


have occurred in legislation, regulations, education
reform movements, and scope of practice to warrant
new documents
• SLPs throughout the country have been seeking
information on how to best redefine their roles within a
school setting.
Importance of the Documents to the
Profession
School-based speech-language
pathology is at a crossroads where
SLPs seek to contribute significantly
to the well-being and success of
children and adolescents in schools
as ever-increasing demands are
placed on them with an expanded
scope of practice. It is essential that
SLPs' roles and responsibilities be
redefined in light of substantive
changes that have taken place in
schools, as well as in the discipline of
speech-language pathology.
Why the Need for Change

• Educational reform
• Legal mandates
• Evolving professional practices
Not one more
thing!
Role Categories

Critical Roles

• Working Across All Levels


• Serving a Range of Disorders
• Ensuring Educational Relevance
• Providing Unique Contributions to Curriculum
• Highlighting Language/Literacy
• Providing Culturally Competent Services
Role Categories
Range of
Responsibilities

• Prevention
• Assessment
• Intervention
• Program Design
• Data Collection and Analysis
• Compliance
Role Categories

Collaboration

• With Other School Professionals


• With Universities
• With the Community
• With Families
• With Students
Role Categories

Leadership

• Advocacy
• Supervision and Mentorship
• Professional Development
• Parent Training
• Research
What Is Needed

Role and Responsibility


Realignment
Reasonable Workloads
Professional Preparation
Lifelong learning
Who should know about these
documents?
 Other SLPs in your school district
 The special education director in your district
 Your supervisor
 Your principal(s)
 Reading specialists, school psychologists and other
support personnel with whom you work
 RTI leaders in your district and building
 Leaders of local professional organizations or unions
 Teachers
 Parents
What can you do to spread the word?

 Provide a hard copy or link to the documents for key


stakeholders.
 Excerpt relevant sections for specific people.
 Provide an overview at a district professional
development activity.
 Provide an overview at a faculty meeting.
 Post a blurb with a link on your school web site.
 Engage in (or design) professional development to
enhance implementation of these roles.
 Talk with your local university about how they prepare
SLPs for these roles.

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