Putting Policy Into Practice: Impact of the Every Student Succeeds Act on Speech-Language Pathologists and Students With Disabilities

Abstract

Purpose Public policies can influence how speech-language pathologists (SLPs) provide services to students with disabilities. Specifically, this article is intended to provide background information and critical analysis regarding the Every Student Succeeds Act (ESSA) as it relates to speech-language pathology practice and provision of services to students with disabilities within the schools. Method The authors reviewed legislation text, publications from national education and speech and language organizations, and critical educational policy and research articles to examine the role that SLPs can play in the implementation of ESSA for students with disabilities. Results SLPs and other education professionals utilize ESSA to improve access to a well-rounded, college- and career-focused education for all students. ESSA state plans may not fully maximize equal opportunities for students with disabilities. There are additional ways that SLPs can capitalize on ESSA to expand and improve their service provision to students with disabilities, including SLPs broadening their understanding of the role ESSA plays in facilitating positive practices for students with and without disabilities. Conclusions SLPs, teachers, and other stakeholders can improve the impact of ESSA on students with disabilities by helping to improve accountability systems for the educational outcomes of students with disabilities, supporting funding allocation for students with disabilities and struggling learners in the general education setting, and assisting local education agencies to better align ESSA with the Individuals with Disabilities Education Act.