Since their inception nearly 100 years ago, speech-language services in the schools have undergone profound fundamental changes in scope and focus. This article reviews the legislative/ regulatory, societal, professional, and demographic influences that shaped and defined school-based speech-language pathology over the past half century and then describes school-based speech-language practice as it is today. Particular attention is paid to the fundamental elements of contextually based assessments, educationally relevant intervention plans, and increased collaboration/consultation. Finally, strategies are presented that can help to facilitate the changes needed to move from past practice patterns to those that reflect current legislation, research, and practice guidelines.
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