presented by Kathleen Whitmire
receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Kathleen Whitmire, has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Kathleen Whitmire, PhD, CCC-SLP (Retired), BCS-CL (Retired), ASHA Fellow
Dr. Whitmire is President of SDG Enterprise, an education consulting firm. She previously served as Director of Educational Programs and Director of the RTI Action Network for the National Center for Learning Disabilities, responsible for school reform initiatives with a global reach to millions of students and educators. In addition, she served as Director of…Read full bio
1. Overview of School-Based Speech-Language Services
SLPs providing services in public schools must align their work with federal mandates, their profession’s scope of practice and the current evidence available. We'll take a look at federal mandates and their implications for speech-language services; later courses will address the Scope of Practice and the evidence base.
2. Eligibility Determination and Educationally Relevant Evaluations
Eligibility for speech-language services requires a three-step determination process incorporating the key elements we discussed in Chapter 1. We'll review the eligibility determination process and the incorporation of those key elements into an evaluation that is relevant to the school context.
3. Developing the IEP
Federal mandates specify the elements that must be included in a student’s Individualized Education Program (IEP). This chapter connects the evaluation components from Chapter 2 and the required components of the IEP. We'll focus on specially designed instruction, direct and indirect services, and service delivery models.
4. Implementing the IEP
According to ASHA’s 2014 Schools Survey, over 80% of intervention time is spent conducting pull-out therapy. This chapter will introduce ASHA's workload approach and give an overview of effective models of collaboration. We'll introduce ways to better meet individual student needs and move towards a more balanced use of service delivery models.
5. Making This Happen
School-based speech-language services that are truly aligned with federal mandates stand in bold contrast to a traditional clinical approach to assessment and intervention. This final chapter will summarize the key elements covered in Chapters 1-4 and will help clinicians begin to develop a plan for moving towards full implementation of educationally relevant assessment and intervention.