As the saying goes, it takes a village, and nowhere is this more evident than within the educational realm. While the origins of this proverb may not lie within the walls of a school, its resonance is particularly strong within them. In the journey toward obtaining a diploma, students, especially those in special education, are supported by a myriad of professionals. Factors such as program requirements, budgets, and the availability of qualified staff all play a role in determining who interacts with the student, often leading to a complex web of responsibilities.
In specialized fields like speech-language pathology, where licensed professionals are in short supply, the need for task delegation becomes even more pronounced. This often involves distributing responsibilities among individuals with varying levels of experience and credentials. When executed effectively, such strategic allocation ensures that compliance standards are upheld, speech-language pathologists are able to work to the fullest extent of their abilities, and a cohesive team of professionals serves the needs of students. Central to this arrangement is clear communication and the delineation of tasks, although establishing such clarity can be challenging, particularly when starting from scratch. This is precisely why we have developed a downloadable resource that outlines 15 common responsibilities of a school speech-language pathology team, specifying which tasks can be performed by the speech-language pathologist, the speech-language pathology assistant, or educational assistants.
This resource has proven to be incredibly valuable in facilitating discussions with both newly established and established speech teams alike. We recognize the challenge school staff often face in distinguishing between the roles and duties of speech-language pathologists, speech-language pathology assistants, and educational assistants. Consequently, we have found this resource to be immensely beneficial in clarifying these distinctions for teachers, principals, and other staff members. In fact, we have even shared it with parents during Individualized Education Program (IEP) meetings. Regardless of how it is utilized, our hope is that it fosters a shared understanding and paves the way for exceptional service to children and their families.
Have a query about how these roles can groove in your district? Drop us a line! We’re all ears and ready to lend a hand in tackling those staffing challenges.
