At a recent panel discussion with a group of dedicated speech-language pathologists (SLPs), we explored the nuances of working within the SLI (Speech or Language Impairment) eligibility category, why SLPs choose public schools, and how collaboration between SLPs and school psychologists enhances evaluations and student support. While we all may use slightly different terminology—speech therapist, speech teacher, SLP—what unites us is a shared commitment to understanding and serving students holistically.
Here are two key takeaways from the panel that are especially valuable for school psychologists:
Clarify the “Speech” vs. “Language” Distinction Early
One of the most frequent areas of confusion during the referral or evaluation process is assuming a student “already has speech” without clarifying whether that means articulation, fluency, receptive language, or expressive language. SLPs emphasized the importance of distinguishing between speech and language because these areas impact learning in very different ways.
🔑 School Psych Tip: When a student is already eligible under SLI, take a moment to clarify whether the focus is on articulation, language comprehension, or another area. This clarity helps determine whether a new assessment is needed and ensures your evaluation aligns with the student’s actual needs.
Leverage the SLP’s Perspective to Understand Your Own Data
SLPs consistently shared how much they value input from school psychologists—and how it helps them tease apart complex cases. Conversely, school psychs can benefit just as much from understanding the language underpinnings of learning, particularly when it comes to reading, attention, and processing concerns.
🔑 School Psych Tip: Don’t wait until the IEP meeting to connect with your SLP. Use their expertise to help interpret ambiguous cognitive or academic results. Even informal conversations can offer vital clues and ensure your assessments tell a more complete story.
