Grandview Heights Schools

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Speech Therapy

Speech/Language Pathology (SLP) services in the Grandview Heights Schools occurs in all three buildings. The critical roles and responsibilities include:

  • Prevention - prevent academic failure in whatever form those initiatives may take; for example, early, systematic assistance to children who are having difficulty learning speech/language skills

  • Assessment - conduct assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention

  • Intervention
    • provide speech/language therapy to students with a range of disorders across all grade levels PK-12
    • provide intervention that is appropriate to the age and learning needs of each individual student. 
    • provide intervention to students with a speech/language disability that impacts their attainment of educational goals in any of the following areas:  personal, social/emotional, academic and vocational
    • provide therapy services in the least restrictive environment for students with disabilities, and services to other students as appropriate
    • gathering and interpreting data with individual students, as well as overall program evaluation

  • Compliance - meet federal and state mandates as well as local policies in performance of duties. including, but not limited to:  Individualized Education Program (IEP) development, Medicaid billing, report writing, and treatment plan/therapy log development

  • Collaboration - provide services to support the instructional program at a school.
    • Working with general education teachers, work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. Working with school and district administrators in designing and implementing programs
    • engage families in planning, decision making, and program implementation
    • engage students in goal planning, intervention implementation, monitoring of progress, and self-advocacy appropriate to age and ability level

  • Advocacy — advocate for appropriate programs and services for children and adolescents, including reasonable workloads, professional development opportunities and other program supports.

  • Supervision and Mentorship — supervising student SLPs and clinical fellows, as well as in mentoring new SLPs.

  • Research — Federal law requires the use of scientific, research-based practices. It is important for SLPs in the schools to participate in research to generate and support assessment and intervention practices.