Speech Language Pathologist (SLP) traditionally responsible providing services students communication disorders, time a “pull-” session classroom. With enhanced emphasis inclusion role appears changing.

What role should an SLP take in the classroom? Should SLPs also be trained in teaching methods? How can a teacher help integrate the SLP in the classroom?

Using a speech language pathologist (SLP) merely a specialist who pulls out students from the regular classroom for resource room assistance does not fully utilize the skills a SLPs can provide. A good SLP does not merely instruct a student in the mechanics of speech: he or she must also deal with the physiological and psychological challenges students face when speaking in public. Having a SLP therapist as a regular presence within the mainstream classroom setting provides a resource for students when they are speaking aloud in public. Students must also learn to communicate in a manner that is more formal than speaking with a peer or an instructor on a one-on-one basis.

Being able to articulate ones self, especially in subjects like English and history, entails an additional level of confidence and mastery of the spoken language beyond ordinary conversation. Organizing ones thoughts and communicating in a coherent and logical fashion should be linked to breath and diction, not viewed as something that takes place in isolation, only between the SLP and the child.

Of course, particularly with students who have severe speech problems, having individualized sessions is vitally necessary in addressing such issues as phonetic mispronunciations and physiological issues that can interfere with their speech. But what is learned in class must still be put into active practice within the context of a classroom. That is why receiving instruction in teaching methods can be extremely helpful for SLPs, particularly when they are functioning in the classroom and helping students deal with formal, academic.