ARKANSAS  COMMUNICATION  BOARD

VISION & MISSION

 

To promote and integrate the expertise of speech-language pathologists (SLPs) into the public schools and to empower them to deliver effective, efficient, innovative, evidence-based therapies, interventions and supports to students demonstrating, or at risk for, speech-language delays, difficulties, differences, and disorders.

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The mission of the Consultant for School-Based Speech-Language Pathology Services is to provide technical assistance to SLPs that supports, strengthens and expands service delivery to students challenged with Speech-Language Impairment in Arkansas’ schools through:

• Consultation and technical assistance (general, targeted, intensive)

• Provision of continuing professional education

• Distribution of professional news and information

• Facilitation of intrastate communication among speech-language pathologists, related service providers, and educational personnel

• Maintenance of a resource and materials loan program

• Representation and advocacy for school-based speech-language pathologists within the Department of Education, Special Education, and other relevant entities or agencies

 

CORE VALUES & BELIEFS

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• Communication flows and nourishes human interactions on every level and in every place; it is the vehicle by which almost all thoughts and feelings are transmitted.

 

• Development and use of critical speech and language skills are essential to learning, social success, college/career readiness, happiness, and well-being, especially in the presence of a disorder/disability.

 

• Speech-language pathology practices must be evidence-based… that is, grounded in knowledge and skills that have been, and continue to be, rigorously tested through research and the scientific process.

 

• Students with speech-language or any other type of communication deficit deserve to be served by well-trained professionals/specialists who consistently endeavor to upgrade their skills and knowledge base. 

 

• Regardless of age, race, ethnicity, gender, or socioeconomic (reimbursement) status, all students challenged by speech-language impairment deserve appropriately individualized therapeutic services, as well as instructional and behavioral strategies, that support access to curriculum, help develop functional communication and encourage learning in the least restrictive environment.

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