ABSTRACT
Intervention ranges from named treatment packages to traditional methods of direct intervention based on language components. From a structural point of view, the main challenge is the coordination between systems and territories. The lack of practitioners without a teaching degree in the educational system limits the response schools can provide to children with special needs. Although in Spain practitioners are familiar with the concept of evidence-based practice, published studies on the efficacy of interventions are scarce. The educational administrations are responsible for ensuring the participation of families in the decisions that affect the schooling of the students, individualized advice and providing them with the necessary information so that they can contribute to the education of their children. Once the child obtains the assessment of the degree of disability, he/she can access private state-funded or public speech and language therapy (SLT) services. The Administration views the support at the school as constituting SLT treatment.
