About
What is a Speech-Language Pathologist?
Speech-Language Pathologists (SLPs) earn a Masters degree, at minimum, and are regulated by the College of Speech and Hearing Professionals of British Columbia (CSHBC). SLPs serve a wide variety of populations in multiple settings to assess, diagnose, and treat communication and swallowing disorders. Some examples include:
- Speech delays and disorders including articulation, phonology, and motor speech disorders.
- Language delays and disorders, including comprehension and expression (both oral and non-verbal).
- Fluency disorders, including stuttering.
- Voice and resonance disorders, including vocal hygiene and maintenance.
- Swallowing and feeding disorders.
- Cognitive-communicative disorders, including social communication skills, reasoning, memory, problem solving, and executive functions.
- Pre-literacy and literacy skills, including phonological awareness, decoding, reading comprehension, and writing.
How are SLP resources allocated?
In the Surrey school district SLPs are part of the district support team and serve students through two roles: School-Based SLP and Alternative Augmentative Communication (AAC) SLP. Surrey has 125 schools in the district with thousands students. There are 5.0 full time equivalent (FTE) positions for AAC SLPs and 32 FTE supporting the Surrey school district student population as a whole. Forty-five individual SLPs are assigned to specific schools with support allocated based on student population. Demand for SLP support often far exceeds available resources.
How do SLPs support students?
SLPs meet with students to perform screening and/or assessment of the full range of communication and speech impairments through methods best suited to the student’s needs. Once assessment is complete the SLP analyzes the results and completes a formal report of the findings to be shared with the teacher and parent(s)/guardian(s). Treatment may begin once goals are formulated in conjunction with the student, teacher, and parent(s)/guardian(s). Intervention can take the form of 1:1 direct therapy, group therapy, consultation with teachers, parent training/support, and/or home programs.
SLPs frequently collaborate with classroom teachers, principals, school psychologists, learning support teachers (LST), integration support teachers (IST), inclusive education support workers (IESWs), childcare workers, cultural support workers, and parents/guardians to best support students’ communication goals.
How does a student get referred to the SLP?
Referrals for SLP services are brought to the school-based team (SBT) by the classroom teacher. The teacher may notice speech and/or language concerns in the classroom and discuss the concerns with the parent(s)/guardian(s) or parent(s)/guardian(s) may bring their concerns to the classroom teacher. If both the classroom teacher and parent(s)/guardian(s) are in agreement that the student should see the SLP the teacher brings the student's case to the SBT.
Can you briefly explain what to expect with the SBT?
The SBT meets regularly to discuss how best to support students with available resources. At the SBT meeting for an individual student, the student’s strengths and needs are discussed, and possible strategies explored. If the student requires speech-language screening or assessment, a referral to SLP is initiated. Parent(s)/guardian(s) will receive a consent form from the SLP to read and sign, indicating whether they are/are not in agreement with pursuing contact with the SLP. Once consent is received screening and/or assessment can begin. Consent can be withdrawn at any time via contact with the classroom teacher and/or SLP. For more information about SBT in general please visit the surreyschools.ca website.
If you have concerns about your child’s speech and/or language development, please liaise with the classroom teacher.
How do I contact the SLP at the school?
To get in touch with an SLP please call the student's school.
