Speech-Language Pathologists in the public schools serve students with speech and/or language impairments. A speech or language impairment is defined as “a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance” (C.F.R. §300.8.). Speech and language disorders can also result from a variety of other impairments, including cerebral palsy, cleft palate, hearing loss, autism, learning disabilities and traumatic brain injuries.
The Speech-Language Pathologist in the public schools may provide many roles for students with speech and language impairments, including evaluation, IEP development and intervention. They also may provide screening and prevention services, collaboration with other instructional personnel and training and professional development. Speech-Language Pathologists may serve students in a variety of ways, including individual, small group, classroom-based or consultation.
Region 6 coordinates technical assistance for individuals who work with students who have speech-language disorders.
Technical assistance may include:
Region 6 ESC provides quality staff development that facilitates service delivery to students who have communication disorders. Our goal is to provide quality training that will enable licensed speech pathologists to remain current in their knowledge and skills as well as obtain the continuing education hours required for annual licensure renewal. Our staff development activities may be found in the Region 6 Special Education Staff Development On-Line Catalog, additional information may be made available through special flyers, brochures and the SLP listserv.
The Region 6 distance learning venue is designed to allow students to work in the schools as a licensed assistant while completing the requirements for the master's degree in speech language pathology. This learning venue is supported in part by a grant from the Texas Education Agency and provides training opportunities for candidates who wish to practice speech-language pathology in the schools of Texas. Successful completion of the program prepares graduates to apply for Texas licensure in speech pathology and for ASHA certification. Candidates who do not wish to work in Texas schools are not eligible for admission to this program.
NOTE: The SLP Master's Distance Venue Program is NOT currently accepting applications. Cycle 9 candidates completed applications and will be selected in late December 2016. Cycle 10 information meetings will not be announced until Spring 2018.
For more information go to the Texas Woman's University website Master of Science in Speech-Language Pathology.
History: In 2000, a Texas Speech-Language-Hearing Association (TSHA) Task Force developed eligibility guidelines for speech impairment in the four areas recognized in the Individuals with Disabilities Education Act (IDEA) – Articulation, Language, Voice and Fluency. Guidelines for Language with Other Disabilities and a Cultural and Linguistic Diversity (CLD) Companion to the Articulation Eligibility Guidelines has also been completed. Training on the guidelines were only available through the regional Education Service Centers in Texas and at the annual TSHA Convention. Currently, on-line training is now available.
Eligibility Guideline trainings are available as recorded webcasts online, along with the manuals and training handouts.
View the TSHA PDF Documents to obtain instructions on getting TSHA CE's.
EACH HEADING BELOW IS A TRAINING MANUAL FOLLOWED BY THE PDF HANDOUTS
Articulation for Culturally and Linguistically Diverse Students
Language and Learning Disabilities
Language - Autism and Intellectual Disabilities
This series stemmed from a joint Texas Council of Administrators of Special Education (TCASE) and Texas Speech-Language Hearing Association (TSHA) project aimed at providing Special Education Directors with information related to Speech Language Pathologists (SLPs) and their services in the school setting. While the series was created for Special Education Directors, SLPs and their immediate supervisors are encouraged to review the information as well.
The Texas Speech-Language-Hearing Association (TSHA) is proud to share the first six modules of the new SLP-Assistant Guide. Two additional modules are currently in development. The purpose of the Guide is to enhance the knowledge, skills, and competencies of SLP Assistants.
The Guide modules should be accessed by both SLP Assistants and be SLPs who provide supervision for SLP Assistants. In addition new as well as experienced SLPs may find the content of the Guide helpful to refresh and update their knowledge and skills.