School-Based Speech-Language Pathology for Persons with Special Needs in Algeria: Reality and Prospects

Abstract

This paper presents the idea of the school-based speech-language pathologist (SLP) and his role in supporting the education of special needs students in light of the evidence-based international standards applied in this field. Four concepts, which are crucial to the research, take place within such a diagnostic map of this reality: isolated clinical care, the delayed referral system, fragmentation of the march in care, functional under-coordination. The descriptive, analytical, critical, and comparative approach was adopted in the study based on the use of international academic sources such as guidelines of American Speech-Language-Hearing Association (ASHA) and guidelines of the International Classification of Functioning, Disability and Health (ICF-WHO), as well as available Algerian laws and researches. The paper highlights a structural gap between Algerian practice and international standards identified by a lack of integrated institutional structure, poor university training for careers and predominance of the therapeutic model over a preventive and educational approach. It ends with suggestions for reform to move from the passive clinical approach to a complete preventive school health approach.