I recently read a great post by another SLP, Tatyana Elleseff, over at Smart Speech Therapy LLC.
I strongly recommend that you go read it. It’s a great post about WHY she does what she does, and why some parents (and schools) request her to do it. Intrigued yet? What are you waiting for – go read it. It’s titled: Special Education Disputes and Comprehensive Language Testing: What Parents, Attorneys, and Advocates Need to Know.
Tatyana’s post gave me some pause for thought…and then of course I had to follow the rabbit trail my mind seems to take sometimes. Ultimately, I came away with some questions and deep thoughts about our profession. Continue reading
Creatively known as How many ways can we fail a student?
Alternately known as Let’s describe Educational Impact.
Otherwise known as What do you mean it’s my fault he can’t get a job?
Hmmm. Did that last one get your attention?
One topic of conversation that’s popped up here, on Facebook, on the ASHA forums, etc. has been eligibility requirements for schools based services. Many SLPs have the understanding that children with only one or two speech errors are not eligible for services because they are not “severe” enough. I have been told that some schools do not do ‘articulation’ therapy at all as it’s not educationally impacting. Or the students were dismissed because of “time constraints.” I realize it’s not the SLPs that are doing this, it’s administration…but wow. What a way to fail our students.
One of my recent posts spurred a flurry of comments. I posted a similar question over on the facebook SLPeeps page to see what the response was there as well. I am somewhat surprised and a bit dismayed to see the comments were very similar. It seems a lot of SLPs are disenchanted with their work situations. While this doesn’t affect me directly, it concerns me greatly.
After doing a bit of soul searching and deep pondering (amidst a bit of nail biting and video game playing)…I decided…why wait?