School districts are forming dysphagia management teams that include school nurses, SLPs, occupational therapists, physical therapists, and other school personnel.Some of the activities in which teams engage include interpreting medical records, organizing continuing education, developing educational materials, and writing feeding treatment plans.SLPs' knowledge of communication processes and disorders and language acquisition provides them with the foundation for addressing problems related to literacy.ASHA's Roles and Responsibilities of Speech-Language Pathologists in Schools states that the practice of speech-language pathology includes "comprehension and expression in oral, written, graphic, and manual modalities; language processing; pre-literacy and language-based literacy skills, including phonological awareness." For more information, see the following resources: What is the role of the school-based SLP in serving students with dysphagia?
As noted in the Discussion Section of IDEA 2004 Part B final regulations, students may be eligible for dysphagia services under the disability category of "Other Health Impaired (OHI)." Recent ASHA surveys indicate that 10% of school-based SLPs now provide services to children with dysphagia.
They help students meet the performance standards of a particular school district and state by assuming a range of responsibilities: a) working in partnership with others to meet students' needs, b) providing direction in defining students' roles and responsibilities, and c) ensuring appropriate services to students.
What is the role of the SLP in literacy (reading and writing), and is literacy within the SLP scope of practice?
What is the role of the school-based SLP in serving students who are English language learners (ELLs)?
Children who have problems developing language are at a high risk for difficulty in learning to read and write.