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Ensuring Qualified Professionals: Why Licensure for School-Based SLPs Protects Students

Ensuring Qualified Professionals: Why Licensure for School-Based SLPs Protects Students

Published in the December 2025 issue of the ISHA Voice.

By Maureen Marrandino, ASHA Co-SEAL for Illinois

I still remember my son’s first day of kindergarten. In August of 2015, we walked into the school and were welcomed by warm, supportive staff whose smiles conveyed confidence and care. A large banner reading “Welcome, Class of 2028” hung proudly in the kindergarten hallway. At that moment, I felt reassured. I believed my son would be supported by knowledgeable, compassionate, and qualified professionals—and that his 504 Plan would be implemented with integrity.

But for many families, this is not their experience.

Across Illinois, countless first-time parents and guardians have little understanding of the qualifications, certifications, and licenses required of the individuals serving their children. While they may meet members of their child’s IEP or 504 team, the professional training and legal requirements behind each role are often left unexplained. Unlike a pediatrician’s office—where framed licenses hang in clear view—schools rarely display or discuss the credentials of those providing specialized services. Families are left to assume that the individuals working with their children are properly vetted.

The Qualifications Families Should Expect

In Illinois, the requirements for school-based Speech-Language Pathologists (SLPs) and Speech-Language Pathologist Assistants (SLPAs) are clear and legally defined. SLPs must:

  • Complete a graduate degree from an accredited program,
  • Pass the national PRAXIS exam,
  • Obtain a speech-language pathology license through the Illinois Department of Financial and Professional Regulation (IDFPR), and
  • Hold a Professional Educator License (PEL) through the Illinois State Board of Education (ISBE).

SLPAs must also be licensed through IDFPR. Graduate students may participate in school-based internships, but only under the direct supervision of a licensed SLP and cannot represent themselves as licensed professionals. Those beginning their first professional year (i.e., Clinical Fellows) must hold at least temporary IDFPR licenses.

https://www.ilga.gov/Legislation/ILCS/Articles?ActID=1325&ChapterID=24

https://www.isbe.net/pages/pel-school-support-ed-lic.aspx

These requirements are not optional. They ensure that individuals working with children with communication, feeding, and swallowing needs possess the specialized knowledge necessary to provide safe and effective services.

A Shortage Should Not Justify Unsafe Practices

Illinois, like much of the nation, faces a shortage of licensed SLPs. Unfortunately, some school districts have responded by cutting corners—sometimes choosing expedience over legality and safety. Reports indicate that districts have:

  • Hired unlicensed individuals to fill SLP positions,
  • Assigned misleading titles to unlicensed personnel (e.g., “Speech-Language Advisor,” “Speech-Language Consultant”), and
  • Asked licensed SLPs to supervise or mentor unlicensed individuals, placing the licensed providers’ credentials at risk.

This is not merely a procedural issue. When unqualified personnel deliver specialized services, student progress can stall—or worse, children with complex needs may be placed in harm’s way.

Accountability Must Be Shared

While individuals should never apply for roles they are not credentialed to perform, the responsibility does not rest on applicants alone. Districts, regional offices of education (ROEs), and special education cooperatives must verify IDFPR and ISBE licensure before hiring. Yet not all entities consistently follow these essential procedures.

The result is a system where families assume their children are being served by licensed professionals, when in reality, some are not.

Ethical Obligations and the Path Forward

Members of the Illinois Speech-Language-Hearing Association (ISHA) and the American Speech-Language-Hearing Association (ASHA) are bound by a strict code of ethics. In addition, SLPs who work in schools are bound by the IL Educator Code of Ethics, which also requires us to uphold laws and regulations. When we become aware of unethical or illegal practices, we are obligated to act.

While addressing concerns with the individual and the district is an important first step, it is often insufficient. Formal reporting to ISBE and IDFPR may be necessary to protect students and uphold the integrity of our profession.

Our Children Deserve More

Licensure exists for a reason: to safeguard the public and ensure that every child receives high-quality, evidence-based services from a qualified professional. The stakes are simply too high to allow exceptions.

Parents, guardians, educators, administrators, and policymakers must work together to ensure that every school in Illinois follows the law, prioritizes student safety, and upholds professional standards. Children deserve nothing less.