Components of a High School Speech/Language Program

I have been a high school speech pathologist for almost three years. Throughout those three years, I have worked hard to define the role and duties of a high school speech pathologist. One of the reasons that I have continued to do this is that my district does not have a clear cut description of my roles and duties. In addition, there is some difference of opinion on the role of a high school SLP.

So after much thought, I came up with the following components of my program in order of importance: remediation of language skills as per IEP goals and objectives, teaching strategies to help students cope with their disability, accommodating and modifying general education curriculum, tutoring and transition. As a speech language pathologist, I should add conducting assessments to my list, but I didn't see that as one of my top duties. As an elementary and preschool speech pathologist, the list of assessments was endless. In my three years at the high school level, I have conducted only four initial speech and language assessments. The remaining assessments were all three year re-evaluations. The students were already in my program and the information that I sought through the assessments helped me better serve the students in the first two components on the list- remediation and teaching strategies.

I don't know if the list is perfect or covers every area- but it certainly helped me focus and prioritize my time. I was able to discuss these components with our district special education director and he appeared to agree with me. In fact, at a subsequent meeting of our high school special education department, he listed the same components as things we should be doing at the high school level.

I am most comfortable with the remediation, teaching strategies and modification components of my program. I have ongoing discussions with administrators about the tutoring component. I certainly acknowledge that my students cannot handle the general education curriculum without additional academic support. I'm just not sure I am the best person to be doing this. I am not the subject matter expert and I'm not sure it is the best use of my specialized training. The good news is that this has and will continue to generate some positive discussion in our school and district. The last component that I am not fully comfortable with is transition. Transition for high school students is extremely important. It could take up all my time if I let it. In addition, I have heard rumors that with the reauthorization of IDEA, the transition requirements will possibly becoming overwhelming. In the meantime, I continue to incorporate transition into my program in two ways. First, we have weekly whole group instruction on a variety of topics, such as available adult services, job applications, interviews, resumes, finding a job that meets your needs, etc. Second, I meet individual transition needs through the IEP process.

As professionals, we continue to analyze our skills, requirements and most importantly, the needs of our clients we serve. Then we make adjustments to our programs or services as necessary. I hope I have done this during the last three years and I hope I will always continue to do so.