Working in the School Setting: A Guide to Begin or Reignite Your Career in Schools

This information is for SLPs who are returning to, or entering the school setting for the first time. Working in schools can be a unique and rewarding career for a speech-language pathologist. While there are many options available to SLPs, working in schools offers exposure to one of the most diverse client populations: a school caseload has an array of students with a variety of disorders and range of severity. By working in schools, SLPs gain a unique view into the role communication plays in social interaction and classroom performance of students. There are many opportunities to team with teachers, administrators, psychologists, occupational therapists, physical therapists, and other related professionals.

What other setting allows the SLP to follow a student's growth from early elementary to graduation and on to work or university? There is nothing more fulfilling than to see your students' progress over time and to witness the value of your work as a SLP.

Key Aspects of School Based Practice

The Roles and Responsibilities of Speech-Language Pathologists in Schools professional issues statement outlines the critical roles, range of responsibilities, collaboration, and leadership fundamental to school-based practice.
The Individuals with Disabilities Education Act (IDEA) is the federal law that governs special education and related services to all children with disabilities. This includes children with speech, language and swallowing disorders. It is important for SLPs to become familiar with the law and regulations and the special education process in schools.
Documentation requirements are driven by IDEA and other federal or state laws and regulations, including the Family Education Rights and Privacy Act (FERPA).
Assessment is the process by which speech-language and swallowing abilites are measured. It includes several components and provides data needed to determine a student's eligibility for services. Dynamic assessment is an approach for students with unique cultural and linguistic variables.
Eligibility criteria for speech-language services in schools may differ across states and local districts. It's important for SLPs to know that not every student assessed will qualify for and receive speech-language services. Eligibility is determined by the school based Individualized Education Program (IEP) team.
IDEA requires that all students who receive special education have an Individualized Education Program or IEP. The IEP is the blueprint of services that each child receives. IEPs include a statement of the child's present level of performance, measurable annual goals, including academic and functional goals that will help the child to access and benefit from the educational curriculum. IEP progress reports are completed at each grading period, approximately 4 times a year.
Caseload referes to the number of students served by an SLP. Workload refers to all of the activities required and performed by the SLP. ASHA's Workload Calculator tools are designed to help SLPs determine how their caseload impacts their workload.
Multi-Tiered Systems of Support includes Response to Intervention (RTI) which provides tiered levels of support to students in general education who are struggling to meet the demands of the curriculum. SLPs often play a number of roles in the process to support students.
Service delivery in schools is a dynamic process. Frequency, location, duration and intensity of services should be considered as the student progresses through the school year. IDEA requires services to be individualized to meet the needs of each student.
Interprofessional Practice (IPP) is an approach to working with colleagues from other disciplines to improve student outcomes and streamline workflows. Professional relationships may be enhanced through collaborative goal writing and integrated service delivery.
The Common Core State Standards have been adopted by some states as part of an initiative to prepare students for college programs or to enter the workforce. The standards encompass the areas of reading, writing, speaking and listening, language, and mathematics. SLPs should be familiar with the standards in their respective states so that they can develop IEP goals that complement and integrate the Common Core curriculum for the students they serve.
Speech-language pathology assistants (SLPAs) work in the school setting under the supervision of an SLP. The scope of practice for an SLPA is narrower than that of an SLP and is designed to support the work of the SLP.
ASHA's State by State page features state level information and contacts for school-based practice. Learn in advance what you'll need to work in the public schools in your state.
Salary and compensation for SLPs in schools varies widely across the country. Some states offer salary supplements to SLPs who hold the Certificate of Clinical Competence, or CCC credential. Schools may offer excellent retirement plans, health benefits, and favorable schedules.

Resources

ASHA's School Setting webpage offers clinical and professional information and resources for school-based practice.
ASHA's School Survey is updated every 2 years and reports the latest trends in schools, including caseloads, working conditions, and salaries.
Special Interest Group (SIG) 16, School-Based Issues gives its affiliates the opportunity to connect and network through the ASHA online community, learn about key professional and clinical issues in the online Perspectives publication and earn ASHA CEUs.
Language, Speech, and Hearing Services in Schools (LSHSS) is an ASHA online, peer-reviewed journal, featuring research articles and scholarly manuscripts on topics of interest to CSD professionals working in schools.
ASHA Now e-newsletter, ASHA's customizable, bimonthly newsletter.