Integrated Student
Support Services
Speech-Language Pathologists
New: Frequently Asked Questions for Speech-Language Pathologists, answered by Carolyn Isaakson, CSDE consultant for school speech and language services.
Role
 Speech-language
pathologists (SLPs) address the needs of individuals with communication
disabilities. As certified and licensed professionals they work
in a variety of educational, medical, and rehabilitation settings,
although the majority work in public schools. Within schools, they
typically have a dual focus, involving either an educational or
clinical framework, depending on the needs of the student. SLPs
provide a range of services, including prevention, early intervention
(e.g., within a child study team), and intervention. They work with
general education students, those who have been identified as of
speech-language impaired, and those for whom speech and language
services are deemed necessary by the PPT as a related service.
Click
here to read more about the profession of speech-language pathology.
IDEA '97 regulations specify the services offered by speech-language
pathologists, which include:
- "identification of children with speech or language impairments;
- diagnosis and appraisal of specific speech or language impairments;
- referral for medical or other professional attention necessary
for the habilitation of speech or language impairments;
- provision of speech and language services for the habilitation
or prevention of communicative impairments; and
- counseling and guidance of parents, children, and teachers
regarding speech and language impairments." [Section 300.24(b)(14)]
NICHCY News Digest
The various roles of SLPs and other student support services professionals
are articulated in the Connecticut State Department of Education
document Position Statement on Student Support Services (2001).
State Organization
Connecticut Speech-Language-Hearing
Association
National Organization
American Speech-Language-Hearing
Association
Connecticut State Department of Education
Guidelines
for Speech and Language Programs, Volume II: Determining Eligibility
for Special Education Speech and Language Services (1999).
Developing
Quality Programs for Pupil Services: A Self-Directed Guide (1999).
Guidelines
for Identifying Children with Intellectual Disability/Mental Retardation
(2000).
Guidelines
for Identifying Children with Learning Disabilities, 2nd edition
(1999).
For More Information Please Contact
Carolyn Isakson, M.S., CCC
Consultant for School Speech and Language Services
Connecticut State Department of Education
Bureau of Special Education
165 Capitol Avenue
Hartford, CT
06145-2219
860-713-6924
carolyn.isakson@po.state.ct.us
Carolyn Isakson has served as Consultant for School Speech and Language Services with the Connecticut Department of Education, Bureau of Special Education since 1987. She is frequently asked questions related to federal and state policy and procedures as they relate to clinical and educational practice. FAQs for SLPs contains questions frequently asked by school SLPs and answered by our state consultant.
Do you have a question for Carolyn Isakson? Contact her directly by clicking on to her email at carolyn.isakson@po.state.ct.us.
Resources on the Web
Speech Pathology Online
For more information, please contact:
SERC Consultants: Ruth D. Kirsch, LCSW, Ph.D., (860) 632-1485 (ext.
364) or Donna D. Merritt, Ph.D., CCC, ext. (337) |
Initiatives
