Establishing a public school dysphagia program: a model for administration and service provision

Area of Science:

• Pediatric Speech-Language Pathology
• School Health Services
• Dysphagia Management

Background:

• School-based speech-language pathologists (SLPs) face challenges in managing pediatric dysphagia due to inadequate school policies.
• A clear definition of the dysphagia-trained SLP's role and district responsibilities is needed.
• Addressing administrative barriers is crucial for effective dysphagia services in schools.

Purpose of the Study:

• To examine critical administrative issues and components related to pediatric dysphagia in school settings.
• To provide actionable solutions for SLPs navigating administrative challenges in dysphagia management.
• To clarify the role of school systems and SLPs in addressing student dysphagia.

Main Methods:

• A narrative literature review was conducted.
• Key questions regarding school system responsibility, procedural recommendations, service delivery models, and essential procedural components were addressed.
• The review focused on administrative planning and program implementation for students with dysphagia.

Main Results:

• School systems should assume responsibility for students with dysphagia.
• System-supported procedures are recommended for consistent and professional dysphagia service delivery.
• Various service delivery models can be employed, and specific procedural components should be integrated.

Conclusions:

• SLPs must proactively offer dysphagia services within schools.
• A universally adopted, system-supported procedure provides essential direction and quality assurance.
• Continuous staff development and training are vital for successful implementation of dysphagia services.