Working in schools can be a unique and rewarding career for a speech-language pathologist (SLP). By working in schools, SLPs gain a unique view of the role that communication plays in education. SLPs who work in schools provide speech-language services to students ages 3–21 years. SLPs provide speech and language services to students who receive special education and those enrolled in general education. Most SLPs work within public schools, but some provide services in charter and private schools. An SLP can work directly for a school district through a contractual company or as an independent contractor. For more information, visit Employment Options for School-Based SLPs.
Each state has specific requirements for working in a school. ASHA’s State by State page features specific information on issues such as licensure laws and state policies and regulations—so you can learn what you need to know to work in your state’s public schools.
ASHA’s Roles and Responsibilities of Speech-Language Pathologists in Schools professional issues statement outlines the roles, range of responsibilities, and collaboration fundamental to school-based practice.
SLPs provide services primarily to students in special education programs, but they also support students in general education. The Individuals With Disabilities Education Act (IDEA) is the federal law that governs special education and related services to all children with disabilities—including children with speech, language, feeding, swallowing, and communication disorders. The goal of speech-language pathology services in public schools is to remediate or improve a student’s communication disorder so it does not impact academic achievement and functional performance.
Within public schools, students are referred for special education evaluations through a structured process. If a student fails a universal screening, struggles with classroom tasks, or does not make adequate progress when receiving response to intervention (RTI) or multi-tiered systems of support (MTSSs), they are referred for special education evaluations. Students can also be referred for speech and language evaluations in many ways, including a caregiver and teacher request. Determining eligibility for special education services is a multistage process to answer three questions:
The criteria for eligibility and dismissal of services are based on federal, state, or local guidelines. Find your state guidelines and state education agency contacts by visiting ASHA’s State by State pages.
IDEA allows for the implementation of a response to intervention (RTI) / multi-tiered System of Support (MTSS) model. Although schools commonly use RTI/MTSS, federal law does not require it. RTI/MTSS enables students within the general education environment to receive interventions in areas of need. RTI/MTSS team members meet to discuss student progress and interventions that can be provided within general education. The interventions determine whether the student requires more individualized support to access their education. If the student makes limited progress during the RTI/MTSS process, they may be referred for a special education evaluation. Depending on your district, school-based SLPs may play a role in the RTI/MTSS process.
Salaries in schools vary widely across the country. ASHA’s Schools Survey provides salary data for public-school SLPs in each state. According to the 2024 Schools Survey, for SLPs who work in a school building, the median salaries are as follows:
SLPs may earn more income by working in after-school or extended school year (ESY) programs. Some states offer salary supplements and may cover the cost of professional development, licensure, or certification. Schools also provide retirement plans, health benefits, and academic year schedules (e.g., 9–10 months). ASHA developed resources to help you in understanding salary terminology and navigating your job search for a school-based position.
In schools, SLPs use a variety of service delivery models across many settings within the educational environment (e.g., speech resource room, classroom, other educational settings, and through telepractice). SLPs use different types of service delivery models and scheduling to assist with managing their caseload. Service delivery in schools is typically conducted through individual, small-group, or classroom sessions in collaboration with teachers and other educators.
Caseload refers to the number of children you serve in a school. Workload refers to all activities needed to complete your job as a school-based SLP. Workload includes the time spent providing direct services to students as well as the time spent performing other activities necessary to support students’ education programs (e.g., documenting services, completing Medicaid billing, participating in special education meetings, carrying out duties assigned by your local school district).
You can quantify your workload using the free suite of tools like the ASHA Workload Calculator to see how your scheduled work hours compare to your actual work hours. The tool serves as a talking point when advocating for a manageable caseload and workload. These tools assist you in managing your time, making changes to your schedule and service delivery, and helping your administrator understand your workload responsibilities.
IDEA and other federal or state laws and regulations, including the Family Education Rights and Privacy Act (FERPA), drive the documentation requirements in schools. IDEA requires that all students who receive special education have an individual education program (IEP). The IEP is the blueprint for the services that each child gets and should include a statement of the child’s present performance level and measurable annual goals. These goals include academic and functional goals that will help the student access the educational curriculum. Goals are developed based on assessment results and feedback from parents and teachers. By law, the IEP is updated at minimum every year to determine progress and develop updated goals. Evaluations are updated at least every 3 years or when further information is needed on the student’s progress.
SLPs in schools document the student’s progress toward their IEP goals—progress that occurs during every speech therapy session. SLPs complete IEP progress reports as often as students in general education receive progress reports, as required by law. Usually, SLPs complete IEP progress reports at each grading period, typically every 9 weeks or 4 times per year.
Some states implemented Common Core curriculum as part of an initiative to prepare students for college programs or for entry into the workforce. These standards encompass the areas of reading, writing, speaking and listening, language, and mathematics. SLPs should be familiar with the standards in their respective states so that they can develop IEP goals that complement and integrate their state standards or the Common Core curriculum for their students.
SLPs work in partnership with others to meet students’ needs—often teaming with teachers, administrators, psychologists, occupational therapists, physical therapists, and other related professionals. ASHA’s interprofessional practice (IPP) resources include a section of school-based case examples and helpful how-to articles on goal writing.
Speech-language pathology assistants (SLPAs) typically work in the school setting under the supervision of an SLP. The scope of practice for an SLPA is narrower than that of an SLP and is designed to support, not supplant, the SLP’s work. ASHA recommends that SLPs supervise no more than three SLPAs at a time. Find more information on supervision of SLPAs on the ASHA Supervision Hub.
Check ASHA’s Information for School-Based SLPs often for clinical and professional information, school-based resources, and current events.