The Speech and Language Program is designed to provide service to students whose communication problems have an adverse affect on their academic, emotional and/or social progress within the educational system.

 

Goals

 

The Speech/Language Pathology Program supports students in acquiring the communicative competence necessary to achieve the goals of school through:

  • assessment of language difficulties which impact on the learning and adjustment of children in school
  • consultation with teachers concerning adaptations to the program of language arts instruction to accommodate the special needs of students with language delays or disorders
  • consultation with teachers to facilitate treatment or educational support programs implemented by the Speech and Language Pathologist
  • direct speech and language therapy intervention for high-priority cases within school settings

Role of the Speech/Language Pathologist

 

The Speech/Language Pathologist provides a broad base of services in the school setting including: identification, screening, assessment, programming, consultation, direct service, and participation in team management of individual children with communication disorders which encompass:

 

1.  Communication disorders due to inadequate speech:

  • articulation ~ problems with speech sound production
  • language ~ problems understanding and using language
  • voice ~ problems with pitch or vocal quality
  • fluency ~ stuttering, etc.

2.  Communication disorders due to inadequate language functioning:

  • ineffective use of talking for learning
  • difficulty understanding the language of instruction
  • difficulties with reading and writing
  • problems expressing ideas

3.  Communication disorders due to physical and/or neurological impairment.

 

4.  Communication disorders that require the use of augmentative communication systems.

 

Accountability and Delivery of Service

 

The services provided by the speech/language pathology program are administered at a district level under the direction of the Director of Student Support Services. Individual speech/language pathologists are accountable to the school principal for the delivery of service in his/her school.

 

District Responsibility

 

Speech/language pathologists are under the direction of the Director of Student Support Services, who is responsible for the Speech/Language Program in the following areas:

  • coordination of scheduling services to schools including school assignments of speech/ language pathologists
  • coordination of the development and initiation of performance appraisals of speech/language pathologists
  • supervision of consistency of service through the district
  • coordination of standardized referral and reporting procedures
  • coordination of regular review of the mission statement and goals of the program

School Responsibility

 

The services provided to individual schools, as well as priorities for service, are determined through a process of collaborative consultation by the School Based Team, in accordance with the mission statement and the goals for the speech/language pathology program and these will be outlined at a meeting of staff at the beginning of each school year.

 

For service to students, the speech/language pathologist is responsible to the principal of the school where service is being delivered. Generally service to students will occur in the school which the student attends.

 

The speech/language pathologist functions as a member of the School Based Team of each school which (s)he services. Speech/language services are part of the student's total school program.

 

In instances where children are receiving more than one service, decisions regarding the professionals who need to be involved, services required, goals, assessment, and the responsibilities of each professional are determined through a process of collaborative decision making by the School Based Team.

 

When a student with speech/language problems transfers from one school to another, the speech/language pathologist in the receiving school will review the student's case with the previous speech/language pathologist. This information will be presented to the School Based Team to assist the team to determine what the student's needs are and how they can be addressed. The decision of the School Based Team will be communicated to the parent by the Principal.

 

Scheduling

 

In June of each school year the speech/language pathologist will meet with the Director of Student Support Services to review each school's priority rating for service levels. At this time, timetables for each school will be drawn up which will reflect the needs of the students.

 

The speech and language pathologists and the principals will review the schedule and contact the Director of Student Support Services if changes in timetabling are felt to be needed.

 

Referrals

 

Referrals for service, including speech/language service, should be made by the School Based Team on the Referral to Student Support Services form. The speech/language pathologist assesses all referrals and reports back to the School Based Team.

 

The speech and language pathologists collaborate potential solutions to the School Based Team and parents. The School Based Team collaboratively determines the priority of service and form of service required. The speech and language pathologists will communicate with appropriate personnel first verbally and in written form and periodically during the school year.

 

Parental Involvement

 

After the completion of an assessment, a copy of the results and recommendations are provided to parents by the speech/language pathologist.

 

Student progress will be periodically reviewed with parents and the School Based Team. In cases where IEPs are developed for special needs students by school personnel, the speech and language pathologist works in collaboration with them in developing the communication objectives of the IEP.

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