Speech-Language Pathology Case Study

Within all healthcare professions, including the field of speech-language pathology, it is the clinician’s duty to provide their clients with the best and most effective services while maintaining a high level of ethical conduct, which is established through the American Speech-Language Hearing Association’s (ASHA) Code of Ethics. One critical area discussed within the Code of Ethics is in regards to the judgments that guide the creation and implementation of IEPs, the services to follow, and their significance in ensuring high quality practice that will provide plentiful opportunities for client progress.
Speech-language pathologists are equipped with and may rely on specific evidence-based practices which provide insight into the strategies
A general education teacher has now been given a student who has multiple disabilities, one of which includes a specific language impairment. The new IEP will establish and emphasize the newly found role of the general education teacher as one of the sole providers for this child. Determining the presence of the speech-language pathologist and other special education teachers and providers to be decreased and possibly limited to one short classroom visit per week. Therefore, the independent and evidence-based judgment from both of the professionals will no longer be easily expressed and applied in the general education
If the teacher continues to be adamant about their plan and providing minimal and unsuccessful individualized attention, the next step would be to contact the district and Board of Ethics regarding the unethical dilemma and how this is affecting the child’s welfare. The speech-language pathologist may explain their judgment about the dilemma and allow for a new perspective on the situation and how it could have been