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Dysphagia Management in Schools: Addressing Evolving Challenges (SIG 13) (WEB19413)

Presenter(s): Marie Ireland,Med,CCC-SLP,BCS-CL; Cynthia O’Donoghue, PhD, CCC-SLP, FNAP; Sarah Szynkiewicz, PhD, CCC-SLP; Julian White, MS, CCC-SLP, CLC
Course Description

This course provides a framework to guide school-based SLPs who support child and adolescent feeding and swallowing needs during the COVID-19 pandemic. The presenters provide a foundation of best practices for school-based dysphagia management,review regulatory requirements and processes, discuss approaches to challenging service delivery scenarios, and share resources for continued professional development to strengthen this necessary, yet often less supported, area of practice.

This course is part of the SIGnature Series, a collection of courses developed by volunteers from ASHA’s Special Interest Groups, who share practical, evidence-based suggestions and solutions based on their in-depth knowledge, clinical experiences, and passion for their specialty areas. This course was developed by SIG 13: Swallowing and Swallowing Disorders (Dysphagia).

Learning Outcomes
You will be able to:

  • Describe a framework for pediatric dysphagia management designed for school-based SLPs
  • List three factors contributing to increased demands in pediatric dysphagia management in the educational setting resulting from COVID-19
  • Name three professional development resources for best practices in school-based swallowing and feeding management

More Courses in This Series

View all the SIGnature Series courses, available through the ASHA Learning Pass subscription or for a la carte purchase.

What is Included?

You'll get online access to all the course content, including the full video, handouts, and references so you can access it from anywhere!

Assessment Type

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

Subscribers Ratings
PDH: 1
ASHA CEU*: 0.1
Item #(s): WEB19413
Available Through: October 01, 2025