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An Issue Hiding in Plain Sight: When are Speech Language Pathologists Special Educators Rather than Related Services Providers?

H. Rutherford Turnbull, III
Beach Center on Disability, The University of Kansas

Purpose: Under the Individuals with Disabilities Education Act, speech-language pathology services may be either special education or a related service. Given the absence of guidance documents or research on this issue, the purposes of this article are to: (a) present and analyze the IDEA definitions related to speech-language pathologists (SLPs) and their roles, (b) offer a rationale for the distinction and importance between their roles, (c) propose an initial conceptualization (i.e., flow chart) to distinguish between when an SLP should function as a related service versus a special educator, and (d) suggest actions to develop and disseminate a clearer shared understanding of this issue.

Method: Federal definitions of special education and related services as related to SLPs are discussed in terms of determining special education eligibility, meeting student needs, ensuring SLPs are following their Code of Ethics and Scope of Practice, and facilitating appropriate personnel utilization and service delivery planning.

Conclusion: Clarifying the distinction between special education and related services should lead to increased likelihood of appropriate services for students with disabilities, improved working conditions for SLPs, and enhanced collaboration among team members. This article is meant to promote dialogue and research about this under examined issue.

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