We provide comprehensive school-based speech-language pathology services for students who are monolingual English speakers, monolingual Spanish speakers, and bilingual/multilingual learners. Services include individual speech-language assessments, complex evaluations, therapy, consultation, and support for special education teams. We work collaboratively with school staff to help identify students' communication needs and develop appropriate recommendations.

Yes. We offer both individual speech-language assessments and ongoing therapy services. Our assessment services can support initial evaluations, reevaluations, referrals, and more complex cases, while our therapy services address identified speech, language, and communication needs within the school setting.

Yes. We have specialized experience working with Spanish-English bilingual students and culturally and linguistically diverse (CLD) populations. Our approach considers a student's language exposure, development, educational history, cultural background, and communication skills in both languages when appropriate.

Yes. Complex referrals involving culturally and linguistically diverse students require careful consideration of language difference versus possible communication disorder. Our SLP has extensive school-based experience and specialized knowledge in evaluating students whose linguistic and cultural backgrounds may make assessment more complex. We use a comprehensive approach rather than relying solely on standardized test scores.

A bilingual or multilingual student may demonstrate differences in communication based on language exposure, development, or cultural and linguistic factors. These differences should not automatically be interpreted as a disorder. We consider multiple sources of information—including language history, observations, interviews, educational performance, and assessment data—to determine whether a communication disorder is suspected.

Yes. We provide services for students who speak Spanish, English, or both languages. When appropriate, assessment and intervention can incorporate Spanish and English to obtain a more complete understanding of a student's communication abilities.

Yes. Complex referrals are an important part of our practice. We can collaborate with special education teams when students have complicated linguistic, cultural, educational, or communication profiles. Our goal is to provide the team with meaningful information that supports appropriate educational decision-making.

Yes. We provide school-based speech-language therapy designed around students' educational needs and Individualized Education Programs (IEPs), when applicable. We collaborate with educators and school teams to support communication skills within the student's educational environment.

We provide services throughout Idaho. In-person services are available throughout the Treasure Valley and surrounding areas, while teletherapy allows us to support schools and students in remote areas of Idaho. Contact us to discuss your district's location and service needs.

Yes. Teletherapy provides a flexible option for schools in rural and remote areas of Idaho that may have difficulty accessing qualified speech-language professionals. We work with school teams to determine whether teletherapy is an appropriate option based on the student's needs, school environment, and available technology.

Yes. Schools can partner with us for individual assessment services, therapy services, or both. We can tailor our involvement based on your district's current staffing, caseload, referral needs, and specific service gaps.

Collaboration is an important part of effective school-based speech-language services. We communicate with teachers, special education staff, administrators, and families as appropriate to understand student needs, share assessment findings, support IEP development, and promote carryover of communication skills across educational settings.

Our practice combines extensive school-based SLP experience with specialized knowledge of culturally and linguistically diverse students. We understand the unique demands of school-based evaluations, special education processes, IEPs, and complex referrals. Our goal is to provide practical, individualized services that support both students and the school teams serving them.

Getting started is easy. Schedule an information call with our team to discuss your district's needs, current caseload, staffing situation, and the types of services you're looking for. You can contact us by filling out our contact form or emailing us at inquiries@lingolingotherapy.com We can then determine how we may be able to support your school or district and provide a customized quote.

Pricing depends on factors such as the type of service, number of students, evaluation or therapy needs, location, and whether services are provided in person or through teletherapy. We provide customized quotes based on each school's or district's needs. Contact us to schedule an information call and request a quote.

Bilingual students deserve evaluations that accurately distinguish a language difference from a communication disorder. A student who is learning or using two languages may demonstrate differences in vocabulary, grammar, speech sounds, or language use that are typical of bilingual development and should not automatically be interpreted as a disability.

The Individuals with Disabilities Education Act (IDEA) requires school districts to conduct evaluations in a manner that is culturally and linguistically appropriate. Under 34 CFR §300.304(c)(1), IDEA requires that evaluation materials:

“Are selected and administered so as not to be discriminatory on a racial or cultural basis”

and are:

“provided and administered in the child’s native language or other mode of communication and in the form most likely to yield accurate information”

unless it is clearly not feasible to do so. IDEA also requires assessments to be administered by trained and knowledgeable personnel.

For bilingual students, a responsible evaluation may require gathering information about the student's communication abilities across both languages, when appropriate, rather than relying on a single English-language assessment. IDEA also requires the use of a variety of assessment tools and strategies and prohibits using a single assessment as the sole criterion for determining eligibility.

Because bilingual evaluations require additional consideration of language history, exposure, proficiency, cultural and educational background, parent and teacher input, observations, and assessment information across languages, they may take more time than a monolingual evaluation. This additional time is intentional—it helps the evaluation team make a more accurate and defensible determination.

Taking shortcuts can have serious consequences. Over-identifying a language difference as a disorder may result in a student receiving inappropriate special education services, while under-identifying a true communication disorder may delay needed intervention. Both outcomes can affect a student's educational progress and may create additional costs for a school district over time.

Our goal is to provide school teams with thorough, culturally and linguistically responsive information so they can make informed decisions about a student's educational needs. We also believe that educating school staff about bilingual language development and culturally responsive assessment is an important part of supporting students well.

If your team has a complex bilingual or culturally and linguistically diverse referral, schedule an information call with us to discuss the student or your district's needs. We can also provide a customized quote for individual assessment or therapy services.

Collaborative, honest, and straightforward. We're here to guide the process, bring ideas to the table, and keep things moving.