ASHA Learning Pass

SLPs working in secondary schools have the opportunity to work with students in both small-group settings and in classroom settings across campus. When working with other staff (e.g., teachers, paraprofessionals, administrators, etc.), we often have the ability to influence the perception of students with complex communication needs. Our work as SLPs goes beyond pulling students out of the classroom! This session discusses strategies for push-in services and strategies to develop interprofessional collaboration to enhance students' access to communication supports throughout their day—not just in the "speech room!" The overarching goal is that our adolescent students gain more independence and that all school staff join us in support of this mission.

This course is a recorded session from the 2021 ASHA Convention Virtual Library (session 2184V).

Learning Outcomes
You will be able to:

• Describe at least two skills that SLPs can explicitly teach to classroom staff to support student communication 
• Identify at least three intervention ideas that can be delivered within a classroom setting 
• Describe the importance of collaborating with other school staff in order to advocate for students with complex communication needs

Presenter Information

Kelly Dodge, MS, CCC-SLP (Presenting Author), has been an SLP for 11 years in the Twin Rivers Unified School District in Sacramento, California. She is also a part-time clinical instructor at Sacramento State University (CSUS). She has worked with students from preschool through high school age and currently works at two middle school sites. She has also worked as an attorney and a Special Education Program Specialist.

Financial Disclosures:

• Employee of Twin Rivers Unified School District
• Part-time Clinical Instructor at California State University, Sacramento

Nonfinancial Disclosures:

• ASHA Member

Jillian Hall, MA, CCC-SLP (Presenting Author), is currently in her 2nd year serving as a Program Specialist in the Twin Rivers Unified School District, serving middle/high school sites and case manager for adolescent students placed at non-public schools. She previously worked in the district at a large, urban, comprehensive high school for 4 years. She continues to serve several clients in private practice with a focus on high-tech AAC.

Financial Disclosures:

• No financial relationships relevant to the content of the session

Nonfinancial Disclosures:

• No nonfinancial relationships relevant to the content of the session

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by December 9, 2027.

Program History and CE Information

Content origination date: November 2021
End date: December 9, 2027

This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).