Changing legal mandates and an expanded scope of practice have prompted a redefinition of the speech-language pathologists' function in the schools.  As the SLP's scope of practice includes speech, language, literacy, social skills, and language-based learning disorders, an integrated, collaborative approach to intervention is necessary in order to ensure positive student outcomes. To meet the needs of ALL students, the educational system should use its collective resources to intervene early and provide appropriate interventions and supports to prevent language, learning, and behavioral problems from becoming larger issues (Ehren et al., 2006).

Current best practices in school-based speech-language pathology require that SLPs move away from disproportionate use of the traditional, clinical model of individual and small-group pull-out services and instead provide more collaborative consultation, authentic assessment, curriculum-based intervention, and classroom-based services (ASHA, 2003).

The Educational Model not only reflects best practice, but it also provides an evidence-based path to creating more effective and efficient therapy services, progress monitoring, and preventative supports while ensuring the best possible outcomes for both students and staff.