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Toward a Discussion of Issues Associated With Speech—Language Pathologists' Dismissal Practices in Public School Settings
Mary Steppling
Columbia College, msteppling{at}colacoll.edu
Patricia Quattlebaum
University of South Carolina
Debbie E. Brady
Richland School District, Columbia, South Carolina
Guidelines for dismissal of a student who has been receiving educational interventions are available from both the American Speech-Language-Hearing Association (ASHA) Ad Hoc Committee on Admission/Discharge Criteria and from the Individuals with Disabilities Education Act (IDEA). Yet as speech—language pathologists (SLPs) in the schools enroll students and subsequently make decisions about the students' dismissal, many questions remain, especially in regard to children having persistent communication difficulties. A thorough review of the decision-making process for dismissal is one aspect of SLPs' training and serves as the foundation for decisions about when intervention should end. IDEA guidelines differ in many respects from the guidelines set forth by ASHA.There is no research that clarifies how these differing guidelines are reconciled when SLPs begin working in the schools, but the authors have anecdotal information from their experiences and from colleagues in South Carolina. An introduction to some of the other factors that may affect dismissal decisions is included. Current practice patterns and considerations for the future of speech—language services in the schools are discussed.
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Communication Disorders Quarterly, Vol. 28, No. 3,
179-187 (2007)
DOI: 10.1177/15257401070280030701
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