Speech-Language Pathology

Our School-Based SLPs are specialists trained to evaluate and treat communication disorders. We work with students to build skills in the following areas:

• Articulation & Speech Sounds: Helping students produce speech sounds correctly so they can be easily understood by others (e.g., saying "rabbit" instead of "wabbit").
• Language Skills:
  • Receptive Language: Understanding and processing what others are saying, following directions, and comprehending stories and questions.
  • Expressive Language: Using words and sentences to express ideas, ask questions, tell stories, and participate in classroom discussions.
• Fluency (Stuttering): Supporting students who stutter to speak more smoothly and confidently.
• Voice: Addressing issues with vocal quality, pitch, or loudness that may be hoarse, strained, or impact classroom participation.
• Social Communication (Pragmatics): Teaching the social rules of language, such as how to take turns in a conversation, understand nonverbal cues, maintain a topic, and use language for different purposes.
• Literacy: Supporting pre-reading and reading skills, including phonological awareness (like rhyming and sound blending), which are closely tied to language development.

Our SLPs integrate these goals into the school environment, collaborating with teachers and families to help students access the curriculum and build positive relationships with peers.

The journey to speech-language services in a North Carolina public school follows a structured process guided by state and federal regulations.

1. Referral
    A teacher, parent, or other school staff member may have concerns about a student's communication skills and can refer
  the student for a screening or evaluation. Parental consent is required before any formal evaluation can begin.

2. Evaluation & Eligibility
    If a need is suspected, our SLP will conduct a comprehensive evaluation. This may include:

• Standardized tests
• Observations in the classroom and other settings
• Interviews with teachers and parents
• Review of student work and records

    In North Carolina, to be eligible for services under the Individuals with Disabilities Education Act (IDEA), the evaluation
  must determine that the student has a disability (in this case, a speech or language impairment) and that the disability has
  an adverse effect on their educational performance.

3. The IEP Meeting
    If the student is found eligible, an Individualized Education Program (IEP) team—which includes the parent—will meet.
  The team develops an IEP, a legal document that outlines:

• The student's present levels of performance
• Annual goals for communication
• The specific services the student will receive (e.g., 30 minutes twice a week)
• Where the services will take place (e.g., in the classroom or in a small group setting)

4. Services & Ongoing Monitoring
    The SLP provides the services outlined in the IEP. They will regularly collect data on the student's progress toward their
  goals. The IEP team, including parents, meets at least once a year to review progress and update the plan.

Q: Is speech-language therapy in schools the same as private therapy?
A: The focus can be different. School-based therapy must be connected to helping the student access their education.
  Private therapy may address broader communication needs. A student may qualify for one and not the other, or they may
  receive both.

Q: My child has a lisp. Will they qualify for services?
A: Not necessarily. Eligibility is based on whether the speech sound error has a significant impact on educational
  performance (e.g., making it hard to be understood during class presentations, causing difficulty with spelling and
  phonics, or leading to social difficulties that affect the school day).

Q: Will my child miss class for therapy?
A: Our SLPs work to schedule sessions at a time that minimizes disruption to core academic instruction. The IEP team will
  discuss the best approach for your child.

Q: How can I support my child's communication goals at home?
A: You are a vital part of the team! Your SLP can provide you with activities, strategies, and resources to use at home.
  Simple actions like reading together daily, having conversations during mealtimes, and modeling correct speech can
  make a big difference.

Q: What is the role of a Speech-Language Pathologist Assistant (SLPA) in North Carolina?
A: An SLPA is a trained professional who works under the direct supervision of a certified SLP. They can help carry out
  therapy activities and document progress, as outlined in the student's IEP. The supervising SLP remains responsible for 
  assessment, diagnosis, IEP development, and treatment planning.

Q: Where can I find more information?
A:

• North Carolina Department of Public Instruction (NCDPI) Exceptional Children's Division: NC School Based Speech Therapy
• NC Speech, Hearing & Language Association (NCSHLA): https://www.ncshla.org/ 
• American Speech-Language-Hearing Association (ASHA): https://www.asha.org/ 

If you have concerns about your child's speech or language development, please do not hesitate to contact your child's teacher or your school's Speech-Language Pathologist directly.