This Educational Model is defined as…. an evidence-informed approach to school-based speech-language service delivery that restructures the Speech-Language Pathologist’s (SLP) roles and responsibilities in order to provide more efficient and effective therapies, interventions and supports to students demonstrating, or at risk for, speech-language delays, difficulties, differences, and disorders. Rather than thinking of it as “more,” SLPs should think of this model as an opportunity to innovate service delivery in the schools.
Changing legal mandates and an expanded scope of practice have prompted a redefinition of the SLP’s function in the schools. Several professional practices may now be included as part of the SLP's workload that were not a typical part of their services prior to 2000, e.g. early intervening services (ASHA, 2010). Current best practices in school-based speech-language pathology require that SLPs move away from disproportionate use of the traditional, clinical model of individual and small-group pullout services and instead provide more collaborative consultation, authentic assessment, curriculum-based intervention, and classroom-based services (ASHA, 2003). Lunch is included.