This article describes factors that interacted to promote the recent state-wide introduction of speech-language paraprofessionals called speech-language pathology assistants (SLPAs)in Kentucky's public schools. It provides a brief historical overview of events that led to Kentucky's current model of licensure for SLPAs; the requirements for SLPA licensure and the scope of practice associated with it. It also describes and discusses the results of a survey designed to monitor the affects of this new level of speech-language personnel on service delivery in education settings. Recommendations for other states considering a similar level of personnel certification are made.
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