ABSTRACT
PURPOSE: The COVID-19 pandemic was a far-reaching disruptor in K-12 education beginning in the spring of 2020 when nearly all schools pivoted to remote instruction. Although the pandemic was officially declared over by the World Health Organization in May 2023, many questions remain about the long-term impact of the pandemic on K-12 education. The purpose of this study was to gain a deeper understanding of the continued impact of the pandemic among school-based speech-language pathologists (SLPs) at the onset of the 2023-2024 school year. METHOD: This study involved a survey of 193 school-based SLPs between September and December 2023. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to how the pandemic influences both their direct work with students and how they approach and reflect on their own careers. Multiple efforts were made to ensure the credibility and trustworthiness of the analysis. RESULTS: This survey found that although many SLPs in public schools have largely returned to prepandemic practices, most perceived that the pandemic continues to influence their work in key ways. Specifically, survey responses highlighted the altered needs of students (e.g., social-emotional needs and academic gaps) as well as changes to how SLPs reflect on their careers as professionals serving communities. CONCLUSION: The results of this study indicate that although the most obvious effects of the pandemic are no longer visible in schools (e.g., masking, distancing, relying on virtual services), the pandemic continues to make the work of school-based SLPs more challenging as they navigate the disconnect between the postpandemic demands of their work and prepandemic expectations, policies, and regulations.
ABSTRACT
PURPOSE: Speech-language pathologists (SLPs) in public schools have a key role in assessment, intervention, program design, compliance, and prevention. They address the needs of students of all ages and disorders, ensure the educational relevance of their services, and provide culturally competent care. Given the scope of their work, SLPs must balance and prioritize their varying responsibilities in school settings. This study investigates how SLPs navigate their involvement with the prevention-oriented framework Multi-Tiered System of Supports (MTSS) while providing direct support to students with disabilities through Individualized Education Programs (IEPs). METHOD: This study took place in a district with a stated goal for the academic year of deepening their involvement with the MTSS framework. Eight SLPs working in this rural district participated in a series of interviews over the course of the 2022-2023 school year. Qualitative data were collected about SLPs' motivations and evolving views related to MTSS. RESULTS: While participants in this study were motivated to engage in MTSS because they viewed this framework as a useful mechanism to support students outside of special education, they were limited by time constraints and the challenges of forming collaborative relationships. Each participant navigated the process of balancing their efforts related to MTSS and IEPs in a unique way that reflected their specific setting and circumstances. CONCLUSION: This study directly investigated how SLPs navigate this balancing act in real time and provided a novel perspective on the potential synergies and disconnects between SLPs' efforts related to MTSS and their responsibilities related to providing appropriate speech-language services via IEPs.