Technical Report on the Utilization of Speech Aides
in the Public Schools

This technical report was prepared by the California Speech-Language Hearing Association (CSHA) Task Force on the Utilization of Speech-language Aides in the Public Schools. Members of the task force include: Robin Laverty-Reves (Chair), Melissa Jakubowitz, Helen Demetrion, Sheila Levy, Lisa O'Connor, Shelley Harris, and ex-officio members Kathleen McLean, CSHA Commissioner on Education and Robert Powell, CSHA Director of Government Relations.
 
Technical reports provide information to members on special issues affecting the delivery of services and/or serve as a basis for the development of a position statement. As such, this technical report will describe the current use of speech aides in the schools and the laws and regulations that guide their usage.

Purpose and Background

The charge of the CSHA Board of Directors to this Task Force was to provide the membership with specific information about how speech aides were currently being utilized in the public schools in the state of California. Initially, there was some confusion because at the time of this writing a new category of paraprofessionals (speech assistants) was being considered by the State Legislature. The scope of this paper does not include speech assistants nor was it the intent of the CSHA Board of Directors to include speech assistants as part of this technical report.
 
This technical report reviewed information concerning the utilization of aides working with speech-language pathologists in public school settings in the state of California. The need for this report grew out of discussions among CSHA Board members and the general membership concerning changes in service delivery, funding cuts, personnel shortage and questions of how school-based speech language pathologists can best serve the students on their caseloads.
 
Traditionally, aides have been used in classrooms to assist teachers in a variety of activities. More recently, aides are being utilized to assist speech-language pathologists in the public schools.
 
Because of this trend, concerns have been raised regarding what "speech aides" can and cannot do, what constitutes training, how much training is necessary, what is happening to caseloads as a result of using speech aides, and how and when they should be supervised.
 
The federal Individuals with Disabilities Education Act (IDEA), the California Education Code and the Speech Pathologists and Audiologists Licensure Act -- all contain language pertaining to the use of aides. While these citations will be discussed in detail later in this document, it is important to note that this language is somewhat vague and has not always been helpful in assisting school-based professionals to know what parameters exist for the utilization of speech-language aides. In fact, as the task force examined data obtained in the information gathering process, it became apparent that each local school district had interpreted the existing statute and regulations differently.
 
This report will further discuss the definition of instructional aides and, more specifically, the current use of aides working with the school-based speech-language pathologist. The discussions will include the levels of training and supervision provided as well as current practices regarding the use of aides as obtained from various school districts throughout the state of California. Best practices as described in various professional documents and publications are also included. The final sections contain answers to often asked questions and recommendations from the task force.
 
Unless laws and regulations that are quoted use a different term, the term "speech-language aide" will be used throughout the remainder of this document to refer to individuals providing assistance to school-based speech-language pathologists. Note that the terms "speech-language pathologist" and "language, speech and hearing specialist," as used in this document, are synonymous.

Fact Finding

In an effort to better understand current practices regarding the use of speech-language aides in the public schools, California school district administrators in special education and supervising speech-language pathologists were contacted at random. The main question asked was, "Do you use paraprofessionals (instructional assistants/aides) within your general speech and language program?" A total of 35 rural, suburban and urban school districts from southern, central and northern California were contacted, and 18 responded "yes" to this question.

These 18 districts were then asked the following additional questions:

  • How are they used?
  • What supervision is provided (i.e. direct, indirect, how much)?
  • How is direct supervision defined?
  • How is the aide evaluated?
  • If used for drill and practice, do district guidelines define this term? If yes, how?
  • What are the benefits of using these aides?
  • What are the concerns regarding their use?
  • Does the IEP specify that an aide will be involved in service delivery?
  • Does the district do any training with these individuals? If so, how much?

The results of this information gathering are described in detail in Appendix A attached hereto. Responses to the questions asked are summarized and comments received from the individual respondents are anonymously listed.
 
While it appears that many districts currently using aides in the speech and language program are using them responsibly, a few appear to be using aides without ongoing and continuous "supervision" by the SLP. In some cases, it appears that they may be used in place of a credentialed SLP, at least periodically, to meet scheduling constraints with the credentialed staff. There does not seem to be an established standard for observation, supervision, evaluation or the training of aides.

Laws and Regulations

The recently reauthorized Individuals With Disabilities Education Act (IDEA) is the federal law that defines special education services. IDEA as amended by PL-105-17 in 1997 supports the use of paraprofessionals to assist (emphasis-added) professionals in order to improve the results for children with disabilities (Sec. 671, (3)(B)(iii)). The California Education Code and licensure regulations define the use of support personnel. The Education Code should be of most concern to speech-language pathologists employed by the public schools. However, some services may be provided by non-public schools or non-public agencies (NPS/A) whose speech-language pathologists appropriately possess a California license in speech pathology; therefore, it is appropriate that all the statutes and regulations applicable to the use of aides in California be discussed in this report.
 
California Education Code and Title 5 Regulations
 
Because the Education Code governs the use of support personnel in the schools, we will first examine the sections applicable to the use of "instructional aides," which is the term used for all paraprofessionals who are assigned to assist certificated personnel working in the public schools.
 
Article 7 of the California Education Code relates to Instructional Aides. This article is cited as the Instructional Aide Act of 1968. Section 45341 of Article 7 cites the intent of the Legislature in passing such legislation. It states:
The Legislature recognizes the need to provide classroom teachers and other certificated personnel with more time to teach and to provide the means for them to utilize their professional knowledge and skills more effectively in the educational programs of the public schools. It is the intent of the Legislature to authorize the employment of instructional aides in order that classroom teachers and other certificated personnel may draw upon the services of such aides to assist them in ways determined to be useful in improving the quality of educational opportunities to pupils.

Section 45343 provides a definition for the term "instructional aide." It states:
As used in this article, "instructional aide" means a person employed to assist classroom teachers and other certificated personnel in the performance of their duties and in the super- vision of pupils and in instructional tasks which, in the judgment of the certificated personnel to whom the instructional aide is assigned, may be performed by a person not licensed as a classroom teacher.

Section 45344 discusses duties and qualifications. In part, it states:

  1. An instructional aide shall perform only such duties as in the judgment of the certificated personnel to whom the instructional aide is assigned, may be performed by a person not licensed as a classroom teacher. These duties shall not include assignment of grades to pupils. An instructional aide need not perform such duties in the physical presence of the teacher but the teacher shall retain his responsibility for the instruction and supervision of the pupils in his charge.
     
  2. Educational qualifications for instructional aides shall be prescribed by the school district employer and shall be appropriate to the responsibilities to be assigned.
    As noted in the citations above, the applicable Education Code sections pertain to the general use of instructional aides in the schools, and there is no information regarding the specific role of a speech-language aide. The cogent statements in these sections seem to be:
    • services of instructional aides to assist in ways determined to be useful in improving the quality of educational opportunities for pupils
    • duties of instructional aides are to be determined by the certificated personnel to whom the aide is assigned
    • duties do not need to be performed in the physical presence of the teacher
    • certificated teacher is ultimately responsible for the instruction and supervision of the students
    • educational qualifications for instructional aides shall be prescribed by the school district employer
    • qualifications shall be appropriate to the responsibilities assigned.

Another section of Article 7 deals with confidentiality and specifically mandates that no instructional aide may give any personal information about any pupil to any person other than a teacher or administrator in the school which the pupil attends, except under the judicial process.
 
Other provisions concern the qualifications for instructional aides. For example, Section 45344.5 discusses proficiency testing and notes that any aide assisting in instruction must have demonstrated proficiency in basic reading, writing and mathematics skills. Typically, districts administer a proficiency test to potential candidates making sure they possess these basic skills.
 
Other sections of the Education Code discuss the provision of staff development activities. School districts are to provide such activities for certificated and classified special education staff, parents, volunteers and administrators. Part 30 of the California Education Code covers sections relative to special education. Section 56240 requires staff development activities based upon the results of a needs assessment and specifies that representatives of the various groups should be involved in the planning of such activities. Speech-language aides should have the opportunity to participate in specific activities related to their duties, as well as more general topics such as teaching techniques, behavior management, and working with families. For bilingual aides such activities might include interpreter/translator skills during assessment and at IEP meetings.
 
School districts are also required to provide an early education program in order to meet the needs of students with exceptional needs between the ages of birth to five. One of the listed settings for provision of services is a child development center (Education Code Sections 56441.2 and 56441.4). These programs may employ aides to assist in the program and supervise the children (Education Code 8360). As the general education environment is often determined to be the most appropriate service delivery model for preschool students with speech and language delays, the speech-language pathologist may utilize speech-language aides in this setting to reinforce language development in young children through a more "inclusive" approach as opposed to "pull-out".
 
Many of the school districts that currently employ speech-language aides as support personnel (see Appendix A) stated that bilingual aides were crucial to the provision of appropriate language and speech services to special education students whose primary language is other than English and who are not English proficient.
 
These speech-language aides are able to provide direct services in the child's primary language in order to facilitate the development of communication skills. These bilingual speech-language aides may also provide interpreter/translator services by assisting in the evaluation process and in communicating with families. The Education Code specifies that a bilingual cross-cultural aide is an individual who is fluent in both English and the primary language of the pupil, and is familiar with the cultural heritage of the pupil (Education Code Sections 84362 and 88000).
 
The definitive authorization for speech-language aides is found in Title 5 of the California Code of Regulations which deals with the implementation of designated instruction and services (DIS) for students identified by the individualized education program team as requiring additional services to support their educational program. Section 3051.1 (4)(c) states:
Services may be provided by an aide working under the direct supervision of a credentialed language, speech, and hearing specialist if specified in the individualized education program. No more than two aides may be supervised by one credentialed language, speech and hearing specialist. The caseloads of persons in subsection (b) shall not be increased by the use of noncertificated personnel.
Speech Pathologists and Audiologists Licensure Act
As mentioned earlier in this section on the law, some services are provided by licensed SLPs through a non-public agency or school. The Speech Pathologists and Audiologists Licensure Act (Business & Professions' Code 2530 ) specifically defines the use of speech-language aides.
 
Title 16, Article 5, Section 1399.170 - California Speech Pathology & Audiology Regulations -Definitions states:

As used in this article, the term:

  1. "Speech pathology aide" means a person who
    1. assists or facilitates while a speech pathologist is evaluating the speech and/or language of individuals or is treating individuals with a speech and/or language disorder, and
    2. is registered by the supervisor with the committee and the registration is approved by the committee.
  2. (similar statements regarding audiology aides)
  3. "supervisor" means a licensed speech pathologist who supervises a speech pathology aide or a licensed audiologist who supervises an audiology aide.
    Other sections of the law stipulate that the speech pathology aide must be supervised by a licensed speech pathologist who may not supervise more than three aides. The responsibilities of the supervising speech pathologist include:
    1. the legal responsibility for the health, safety and welfare of the patient to evaluate, treat, manage, and determine future dispositions of patients
    2. training the aide to perform duties to effectively assist in evaluation and treatment
    3. require aide to demonstrate competency

Eligibility, Supervision and Evaluation

Eligibility

Current qualifications for a speech-language aide in the public schools range from a high school diploma/equivalent (GED) and on-the-job training to being enrolled in a B.A. or M.A. program in Communicative Disorders. This individual performs tasks as prescribed, directed and supervised by a credentialed speech-language pathologist.

Supervision

Supervision is a term that is widely interpreted, because it is not clearly defined in the law or Education Code. While direct supervision is stated as a part of the requirement for services provided by an aide (Education Code Section 3051.1), there is no specific definition of that term. As noted in the fact-finding section, supervision varies significantly from school district to school district and from speech-language pathologist to speech-language pathologist.
 
School district employees, both certificated and classified, may have contract language that defines the terms of supervision and job evaluation. It would be important for each speech-language pathologist working with an aide to become familiar with their contract language regarding supervision of aides. No matter what the interpretation of the definition of supervision, the speech-language pathologist remains legally and ethically responsible for the welfare of the client.
 
For more information on various styles of supervision see Appendix C for references.

Performance Appraisal

The purpose of a performance appraisal is to assess whether an individual demonstrates performance outcomes necessary to work as a speech-language aide and to serve as a guide for continuous growth and development. Informal reporting indicates that some districts use a standard form of evaluation to assess the performance of speech-language aides. Such standard forms are usually designed for "instructional classroom aides" and may not include many of the competencies expected of speech-language aides. One district has developed a special form for the evaluation of speech aides and did so by examining and defining the tasks that were performed by this individual.

Commony Asked Questions

  1. What is direct supervision?
    There is no definition or clarification of "direct supervision" as it relates to an instructional aide or a speech-language aide in either the California Education Code, the the Business & Professions' Code, Regulations or the Program Guidelines for Language, Speech and Hearing Specialists (California Department of Education, l989). California Speech Pathologists and Audiologists Licensure Regulations stipulates that the supervisor be physically present while the aide is working with patients, unless an alternative plan of supervision has been approved by the Speech-Language Pathology and Audiology Licensing Board.
     
  2. Must a speech aide be supervised by a credentialed speech-language pathologist or by any credentialed teacher?
    In a public school setting, pursuant to Title 5, California Code of Regulations, Section 3051.1 (c), the aide must work under the direct supervision of a credentialed language, speech and hearing specialist.
     
  3. May a resource specialist supervise the speech-language aide in a learning center model on days that the speech pathologist is not at that site?
    As noted above, Title 5 of the California Code of Regulations, Section 3051.1 (c), specifies that the aide must work under the direct supervision of a credentialed language, speech and hearing specialist. However, in a school-based coordinated program, a speech-language aide could be working under the general supervision of an SLP and at the same time, through the collaborative efforts of the SLP and RSP, work under the supervision of the RSP.
     
  4. If the supervisor is a member of the American Speech-Language Hearing Association (ASHA), then would the schools follow the ASHA ethics and standards for support personnel?
    Credentialed speech-language pathologists who work with individuals with disabilities in the public schools are only legally required to follow state and federal standards and procedures. Ethics are an individual responsibility. If a credentialed speech-language pathologist is also certified by ASHA and wants to maintain his/her ASHA certification, that individual is bound by the ASHA Code of Ethics. In fact, all professional activity must be consistent with the ASHA Code of Ethics. Particularly relevant to clinical practice are those provisions for holding paramount the welfare of persons served.
     
  5. Should a parent be informed that a speech aide will be used?
    California Code of Regulations, Title 5, Section 3051.1 states that services may be provided by an aide if specified in the individualized education program (IEP). Parents must give consent to the services described in the IEP before such services may be implemented.

Conclusion

Increasing caseload counts and inadequate numbers of speech-language pathologists available for employment in the public schools have increased the use of speech-language aides in the public schools throughout the state of California. This report identifies issues and discusses both current and best practices related to the use of these individuals increasingly employed in public school settings.
 
California Education Code and state licensure regulations are discussed in detail and important sections have been highlighted. For example, one important statute from the Education Code provides a definition of an instructional aide. It says:
"a person employed to assist classroom teachers and other certificated personnel in the performance of their duties and in the supervision of pupils, and in instructional tasks which, in the judgment of the certificated personnel to whom the instructional aide is assigned, may be performed by a person not licensed as a classroom teacher."
These regulations make it clear that the speech-language aide was never intended to supplant the services of the speech-language pathologist and should not increase the number of students on caseloads. What does seem clear is that the speech-language aide is expected to assist the speech-language pathologist in the instruction of students enrolled in speech-language programs, relieve the speech-language pathologist of routine clerical duties and complete related work as required by the supervising speech-language pathologist.
 
Supervision issues are key. While Title 5 of the California Code of Regulations [Article 5, Section 3051.1] specifies that services may be provided by an aide working under the direct supervision of a credentialed language, speech and hearing specialist if so specified in the IEP, no definition of direct supervision is given.
 
Utilization of speech-language aides is not mandatory. It is the decision of individual school districts whether to utilize these individuals as part of their speech-language programs. As is apparent from the results of the information gathering process, both limitations and benefits result from the use of these individuals. Limitations include a potential decrease in the quality of service, time management concerns in terms of planning and training requirements, hiring practices as well as supervision and evaluation issues. The benefits include a potential increase in the frequency and availability of services; facilitating the generalization of learned skills to other settings; providing more appropriate services to culturally and linguistically diverse populations; and assisting in routine clerical and preparation tasks. The speech-language aide can also provide flexibility in scheduling, permitting the SLP to have more time to engage in alternative service delivery models such as classroom collaboration and consultation.

Recommendations

The laws and regulations are currently in a state of flux. IDEA has recently been reauthorized and regulations are forthcoming. Current state law will be changed to comply with the recent amendments to IDEA. Recent special education funding reform will have implications for services as well. AB 205 Machado (proposed AA degree speech assistant licensing legislation) and the 1997/1988 sunset review of speech pathology and audiology licensure will also have implications for the professions. Therefore, it is recommended that the CSHA Board of Directors and the Director of Governmental Affairs closely monitor the new laws and regulations, and act accordingly based on the outcome of the changes. It is premature to recommend a position statement on the use of Speech Aides at this time. However, when appropriate such a position statement should include but not be limited to information pertaining to:

  1. definitions of speech-language aides vs. speech-language pathology assistants.
  2. definitions of direct and indirect supervision
  3. scope of practice issues - what speech-language aides can and cannot do.
  4. hiring practice issues -
    1. specification of the minimum qualifications these individuals should possess and,
    2. involving the SLP in job description development and interviews.
  5. service delivery practices - highlighting the legal requirements for IEP statements indicating that services may be provided by an aide or assistant, the need for support personnel to maintain confidentiality, and to appropriately represent their role and qualifications.
  6. specification of evaluation procedures including the development of core-competencies and a performance-based checklist.

References

  • California Education Code, Section 45443 - Instructional Aide - Definition and Section 56100 - Special Education.
     
  • Individuals With Disabilities Education Act, Section 671(B)(iii) - Paraprofessionals.
     
  • Program Guidelines for Language, Speech and Hearing Specialists, California Department of Education, 1989.
     
  • State of California, Laws Relating to the Practice of Speech Pathology and Audiology: Business & Professions Code 2530;
  • Title 16 Regulations. Speech Pathology and Audiology Licensing Board, Medical Board of California,
     
  • Title 5, California Code of Regulations, Article 5, 3051.1 (a) 4(c), Providing Language, Speech and Hearing Services, (Enacted by the California Department of Education).

Appendix A

Fact Finding Information
 
In an effort to better understand the use of speech-language aides in the public schools, California school district administrators in special education and supervising speech pathologists were contacted at random. The main question asked was:

Do you use paraprofessionals (instructional assistants/aides) within your speech and language program?

For those who responded "yes" to this question, the following additional questions were asked:

  • How are they used?
  • What supervision is provided? (i.e. direct, indirect, how much)
  • How is direct supervision defined?
  • How is the aide evaluated?
  • If used for drill and practice, do district guidelines define this term? If so, how?
  • What are the benefits of using these aides?
  • What are the concerns regarding their use?
  • Does the IEP specify that an aide will be involved in service delivery?
  • Does the district do any training with these individuals? If so, how much?
    Thirty-five districts were contacted, eighteen responded that they used paraprofessionals (aides) in the general speech and language program.

Several school districts shared that they use aides with their Deaf and Hard of Hearing students as interpreters. If their only use of aides was in this capacity, the remainder of the questions were not asked, and those numbers were not included in the figures mentioned above.
 
Results of the Fact Finding Process
 
For those who responded "yes" to using aides in the general speech and language program, all the questions listed above were asked. Responses to those questions are summarized below. Each section also lists the comments made by the individual respondents.
 
Question: How are they used?
 
The majority of districts use them for direct service under the supervision of the speech-language pathologist (SLP). In some districts aides were used in the absence of the SLP for a period of a few hours and as long as three weeks.

Comments:

  • a bilingual aide is used to help with assessments and to provide direct language service to monolingual Spanish-speaking pre-school students.
  • to communicate with Spanish speaking parents
  • for translation/interpretation
  • work in areas of articulation and language, usually using programmed materials
  • completing paperwork (this does not include writing IEPs which are written by the SLP)
  • designing and making therapy materials per the speech pathologist's request
  • assisting in implementing therapy (directed therapy or drill and practice)
  • provide direct support to students as directed by the SLP
  • only work with students who have progressed to practice or carryover level
  • do not use aides with fluency or voice problems
  • may help screen
  • reinforce language lessons presented by the SLP
  • help program or prepare communication boards or other augmentative/assistive devices
  • check on home assignments
  • if they have worked with me for awhile, it can be everything except testing, scoring tests, writing reports
  • schedule IEP meetings with parents
  • type reports
  • bill for Medi-Cal reimbursement

Question: What type of supervision is provided?
 
Most respondents stated that there is a credentialed SLP supervisor directly on site. At least one district permits the aide to provide therapy when the SLP is "off cycle" for up to three weeks.
 
Comments:

  • the SLP is always on site
  • the SLP usually works in the same room
  • therapy may be collaborative for direct observation and training
  • written lesson plan is demonstrated and explained by the SLP
  • direct observation of aide doing therapy
  • one district maintained direct, daily, minute-by-minute supervision until aide is accurately able to imitate reward schedules
  • they are taught specific techniques for specific tasks to assist in mastery, recording each response, graph progress
  • planning and preparing for lessons is done with the aide
  • discussion of expectations, behavior management on a daily basis
  • formal evaluation is conducted at the end of the year
  • they are supervised by the SLP
  • SLP and teachers may supervise
  • in some cases, district or site administration may also supervise
  • supervised by SLP with evaluation by an SLP administrator
  • while "off cycle" the aide follows drill and practice lesson plans provided by the SLP and has an "on call" SLP to deal with specific needs as they arise

Question: How is direct supervision defined?
 
Most defined direct supervision as direct observation or collaborative lessons with the SLP and the aide.

Comments:

  • the SLP is in the room with direct observation of the aide or collaborating with the aide
  • in the therapy setting with the aide 75-85% of the time
  • the SLP directs them what to do
  • more and more free rein is given as more and more is learned
  • aide must always keep records of progress on groups
  • may be side by side therapy

Question: How is the aide evaluated?

Most appear to be evaluated by the SLP, although only a few have a formal observation form unique to the speech-language aide.

Comments:

  • verbal feedback is given regularly
  • the aide is given a formal evaluation at the end of the year on a form designed specifically for the aide
  • a formal evaluation is conducted using the district instructional assistant form
  • the SLP evaluates the aide
  • the principal as the administrator completes the evaluation with input by the SLP
  • input from the SLP with an observation and evaluation completed by the SLP administrator

Question: If used for drill and practice, do district guidelines define this term? If so, how?
 
No district had specific guidelines for drill and practice.

Comments:

  • after training, aides perform repetitious practice of skills already taught to students
  • they perform basic therapy using word lists, pictures, newly learned strategies (ex. classification)

Question: What are the benefits of using these aides?

All reported a variety of benefits, primarily to the students served.

Comments:

  • help provide students with more hours of intervention each week (increases intensity of service)
  • interpreting skills, particularly with parents
  • they provide therapy in the student's native language (primarily Spanish)
  • they allow the SLP flexibility with scheduling
  • they allow the SLP to work with smaller groups
  • reduces missed sessions due to IEPs or conferences
  • since they are in a communicative disorders program, the aide is able to share "cutting edge" information with the SLP, helping the SLP to remain current
  • they extend the level of direct service just as aides in the Special Day Class or Resource Specialist Programs do
  • having someone on site who knows about your job
  • clerical help
  • specialist can devote time to students and not do paperwork
  • it's a wonderful use of human resources; the price is right
  • it allows the SLP to cover eight preschool sites
  • it allows an 80% SLP to serve a full caseload
  • career track from instructional assistant to SLP
  • can tap into their creativity
  • great for public relations in developing a career ladder

Question: Are their concerns regarding their use?

Many reported time constraints as part of their concerns.

Comments:

  • selection of staff with competency and knowledge
  • none, if they are used on a limited basis for certain cases
  • turn over when they get into graduate school
  • unable to give us enough time and continue their studies
  • all aides need excellent supervision and direction
  • lack of training time
  • lack of time to supervise all sessions
  • some parents mistake the aide for the SLP
  • hiring practices for aides should have higher standards than classroom aides
  • asking them to provide therapy with only minimal training; are they competent to do so?
  • confidentiality
  • the aide position is four hours daily; most often classified personnel are seeking six hour positions in order to qualify for benefits; therefore, turnover rate is high

Question: Does the IEP specify that an aide will be involved in service delivery?

Districts varied as to whether they designated use of aides on the IEP, in spite of this being required per Ed Code. At least six districts do not designate the use of the aide on the IEP.

Comments:

  • at least one district has a separate sheet that becomes the last page of the IEP. It documents the use of the aide and it is also explained to parents at the IEP meeting
  • other districts write on the IEP under "Persons Responsible: SLP, assistant/parent/teacher/student."
  • one district inserts the following under the comment section Of the IEP: DIS services may be direct (pull out) provided by the LSS or LSS Aide or indirect (collaboration) provided by the teacher and/or parent
  • in addition to an IEP statement, a letter is sent home to all parents explaining year-round service and use of the speech aide; this is again reviewed at the student's annual IEP

Question: Does the district do any training with these individuals? If so, how much?

A few districts do training for aides in addition to each speech pathologist training their aide. At least one district also provides training of the SLPs in utilizing aides. Most responses indicated that each speech pathologist trained their own aide.

Comments:

  • some districts provided training for interpretation
  • some aides attend general education inservice training with the special education instructional assistants in the SELPA on topics such as reading programs, math programs, behavior management techniques, special education procedures
  • two districts use a team of SLPs to train the aides
  • training includes confidentiality, case record folders and basic paperwork
  • one district provides 7 - 10 hours of training in addition to on-site training by the individual SLP
  • a few districts have meetings between aides and SLPs to discuss the program needs and successes
  • one district reported use of an annual district-wide newsletter high-lighting materials and teaching techniques
  • one school district provides speech aide training twice a year during the district- wide inservice days along with shadowing and on-site training.

Appendix B

Current Laws and Regulations Applicable to the use of Aides in the State of California

I. Non-Public School Settings

  1. The Speech-Language Pathologists and Audiologists Licensure Act: California Business and Professions Code Sections 2530 enacted by the Legislature. Definitions include Section 2530 (f) Speech pathology aide.
     
  2. Title 16 rules and regulations relating to the practice of Speech Pathology and Audiology. These regulations are laws adopted by the Speech Pathology and Audiology Licensing Board. These include:
    • Article 5 - Speech-Language Pathology or Audiology Aides
    • Section 1399.170 Definitions
    • Section 1399.171 Registration of Aides
    • Section 1399.172 Responsibilities of Aides Supervisor
    • Section 1399.173 Maximum Number of Aides
    • Section 1399.174 Training of Aides
    • Section 1399.175 Notice of Termination
    • Section 1399.176 Noncompliance with Article
    • Section 1399.177 Aide Experience not Applicable to Qualifications

II. Educational Settings

  1. California Education Code enacted by the legislature and include:
    1. Section 45343 Instructional Aide-Definition
    2. Section 56100 Special Education
  2. Title 5 rules and regulations relating to education. These regulations are laws adopted by the State Board of Education.

Appendix C

Suggested References for Supervision of Paraprofessionals in Speech-Langauge Pathology

  • Anderson, Jean (1988) The Supervisory Process in Speech-Language Pathology. Boston: College Hill (Little Brown).
     
  • ASHA, (1978a) Committee on supervision in Speech-Language Pathology and Audiology. Current status of supervision of speech-language pathology and audiology. [special report] ASHA, 20, 478-486.
     
  • ASHA (1985) Clinical supervision in speech-language pathology and audiology. ASHA 27, 57-60.
     
  • ASHA (1996) Guidelines for the training, credentialing, use and supervision of support personnel. ASHA, 36 (Supple. 13), 24. See - www.asha.org
     
  • Longhurst, T., Idaho's three-tiered system for speech-language paratherapist training and utilization. Journal of Children's Communication Development, 18, 57-63 (1996)
     
  • Pickett, A. and Gerlach, K., Supervising Paraeducators in School Settings. Austin, Texas: Pro-Ed (1997)