An Open Letter to the Teacher Whose Student Did Not Qualify for Speech
*If your student did not qualify for speech, this letter is available as a free, printable download at the bottom of this page.
Dear Teacher,
Thank you for referring your student to me.
Thank you for bringing your concerns to my attention. Your concerns are valid, and I’m honored that you thought of me while trying to think of ways to help them.
As we discussed, your student did not qualify for speech and language therapy, and I want to take the time to talk to you about that.
The fact that he or she did not qualify does not mean you were wrong to refer.
It does not mean your concerns are wrong or that the things you see don’t exist.
In fact, it doesn’t even mean that the child isn’t behind. They may be.
As a school-based speech-language pathologist, one of my roles is to diagnose a speech or language disorder when one is present. We have guidelines we follow to help us determine when concerns we’re seeing are truly a disorder rather than something else.
A disorder is more than “being a bit behind” in a certain area.
It means more than just a “difference” that can be due to learning a new language or coming from somewhere else.
A disorder is more than having errors or making mistakes that we often see with children the same age.
A speech and language disorder is caused by deficits in speech and language…not by struggles in other (though sometimes related) areas like attention or hearing.
As a school-based speech-language pathologist, my job is also to determine which students have needs that impact them academically, affect their ability to access the curriculum, and require instruction specifically from me, the SLP.
- Sometimes I assess students who are a bit behind.
- Sometimes I test students who are struggling academically.
- Sometimes I evaluate students whose communication is different from that of their peers.
- And sometimes, these students do not qualify.
That doesn’t mean the system is broken, and it doesn’t mean you shouldn’t have referred them to begin with.
A speech and language assessment takes into account many factors, and your input is one of them. I hear you. Really, I do. I listened to what you told me and I used that information as part of the bigger puzzle I was trying to build.
When we qualify a child for speech and language services, we’re so often making a decision that will remove them from their time with you, their teacher. The time they spend with me is time away from academic instruction, away from their peers, and away from their other work. I don’t take the role I play in this lightly.
Sometimes, the benefits gained from strengthening their speech or language skills are worth it. Without strong language skills, students have trouble doing word problems in math, following directions in gym, thinking about other cultures in social studies…the list goes on.
But sometimes, we have to think about whether the benefit gained from speech and language support outweighs the time they miss in these classes. We want all students to spend their time here at school in the least restrictive environment possible. Not only do we want this – it is the law.
So back to your student.
- You were not wrong.
- You were not wrong.
- You were not wrong.
I know you have concerns about him or her. I know you didn’t make your observations up. They are valid. It’s just that your student did not qualify for speech at this time.
But don’t worry – I’m not hanging you out to dry.
I have so many things I can share with you about how you can support this child (and all the others in your room) with their speech and language. In fact, I have more I could share with you that you probably ever want to know.
Let’s work together to brainstorm some ideas.
Your student did not qualify for speech, but I am still here to help.
Let’s keep talking.
From,
an SLP who hears you.
