Related Services Directory

Copied and adapted from the American Speech Language Hearing Association (ASHA) presentation for teachers, administrators, parents, and the community.

• Speech Language Pathologists (SLPs) work with Pre-K -- School-Age (3-21 yr) students who have communication disorders/delays that affect success in: 
  • Classroom activities  
  • Social interactions
  • Literacy 
  • Learning
• The Individuals With Disabilities Education Act (IDEA) provides Speech-Language services for: 
  • Individuals with communication disorders that adversely affect the student’s educational performance  

SLPs work with students who have a variety of disabilities including:

Language Disabilities include: 

• Slow development of vocabulary, concepts or grammar 
• Inability to use different communication styles for different situations 
• Poor building blocks of understanding/expressing ideas, social development, learning, reading, and writing 

Articulation Disorders include:  

• Substituting one sound for another (wabbit for rabbit)  
• Omitting a sound in a word (i-cream for ice cream) 
• Distorting a sound (thee for see)

Fluency or Stuttering includes:

• Interruptions in flow or rhythm 
• Can include hesitations, repetitions, blocks and/or prolongations  
• Can affect sounds, syllables, words, or phrases

SLPs also support students who have documented medical needs related to: 

Voice/Resonance Swallowing/Dysphagia

• Speech and Language Disorders can be associated with: 
• Hearing loss • Cleft palate • Cerebral palsy and other motor problems • Learning disabilities 
• Autism • Developmental delays • Traumatic brain injuries • Genetic disorders

Signs of Communication Disorders: 

• Late talker • Unable to express thoughts and ideas  • Difficulty being understood by others
• Problems understanding others and following directions • Difficulty with social interactions 
• Below expectations in classroom • Difficulty learning to read and write

SLPs work with students in a variety of ways including: 

• Help students understand and use basic language concepts  • Help students produce clear speech • Support reading and writing   •  Monitor or periodically screen   • Evaluate        
• Increase students’ understanding of texts and lessons    •  Collaborate and consult     
• Combine communication goals with academic and social goals  • Support augmentative and alternative communication • Integrate classroom objectives   • Provide small group or individual sessions • Provide classroom based services  • Services can vary depending on students’ needs  • Provide school-wide mass hearing screens and for educational referrals 
• Recommend research-based interventions related to speech and language concerns

SLPs have many roles in schools including:

• Assessment of students’ communication skills  • Evaluation with comprehensive assessments • Interpretation of evaluations for parents and other educators  
• Assess classroom environments and make recommendations to increase language rich opportunities  • Development and implementation of IEPs    • Documentation of outcomes 
• Collaboration with teachers and other professionals                 Participation in multi-disciplinary teams
• Participation in schoolwide curriculum and literacy teams              Provide specially designed instruction to students  • Collaborate with outside agencies  • Provide professional development
• Participation in research projects   • Supervision of graduate students and clinical fellows 

Occupational therapy is a student-centered, related service provided by a licensed occupational therapist or a licensed and supervised occupational therapy assistant. Related services are supportive services that are required to assist a child with a disability to benefit from special education.

Occupational therapy services assist a student to engage in meaningful and/or necessary occupations that allow that student to participate in and benefit from his or her educational program. 

These occupations may include student role/interaction skills, learning academics and process skills, personal care, play and recreation, written communication, and community integration and work. 

Occupational therapy services may include: 

• Screening, evaluation, intervention, and documentation; 
• Assistance with occupational performance when participation is impaired; 
• Modification of environments (both human and physical) and tasks, and selection, design, and fabrication of assistive devices and other assistive technology to facilitate development, promote the acquisition of functional skills and engagement in meaningful occupations; 
• Integration of occupational therapy interventions into a student’s educational program to assist the student in participation and acquisition of goals; 
• Collaboration with appropriate individuals to meet student’s needs including transition planning; and 
• Provision of education and information to families and school personnel to assist with planning and problem solving. 

See here for more information about the differences between Occupational Therapy in schools versus Occupational Therapy in a clinic setting.

Here are links to resources, activities and websites to support your child’s fine motor, visual motor, self care and sensory processing skills Websites and Activities

• Work with students directly on motor and safety skills to improve mobility and independence  
  • Playground accessibility
  • Transitions to different areas of the school
  • Stair negotiation/curb negotiation
  • Uneven surfaces outside (i.e. walking on the nature trail)
• Work with staff to facilitate the student’s participation in class activities and ensure staff safety  
  • Transfers
  • Supporting students in different positions (i.e circle time, standing frames)
• Work to assist students’ access to their curriculum, extra curricular activities, their classroom, bus, school and school grounds  
  • Getting onto and off of the bus
  • Field trips
• Consult for facility planning and transition planning (work sites, community access and plans for after graduation)
  • Travel to worksites to recommend modifications and adaptations
• General environmental modifications to promote independence and sound ergonomics and architectural barriers 
• Transportation  
  • Safe bus transportation (i.e. carseats, harnesses, etc.)
• Promote interaction with peers  
  • Playground interactions
  • Enhancing child’s ability to participate as safely as possible with peers
• Safety and prevention policies, activities and procedures (evacuation, good body mechanics, health promotion)
  • Transfer training
  • Evacuation training
  • Modifications (i.e. changing tables, lift equipment, etc)
  • Playground safety modifications