These guidelines are an official statement of the American Speech-Language-Hearing Association (ASHA) that address the official roles and responsibilities of school-based speech-language pathologists. Chapter 1 outlines the guiding principles that underlie the development of the document, provides federal and global definitions of speech-language pathology, and discusses federal statutes relating to the education of students with disabilities. A current model for providing speech and language services is presented. Chapter 2 describes specific roles and responsibilities of school-based speech-language pathologists. Core roles are listed and include: prevention, identification, assessment, evaluation, eligibility determination, Individualized Education Program (IEP) development, caseload management, intervention, counseling, re-evaluation, transition, dismissal (for students with language, articulation, phonology, fluency, voice/resonance, or swallowing disorders), supervision, and documentation and accountability. The responsibilities of the speech-language pathologist in each of these roles are described. The components of the IEP, service delivery options, and methods for effective intervention are also explained. Chapter 3 describes additional roles and opportunities for school-based speech-language pathologists, including community and professional partnerships, professional leadership opportunities, and advocacy. The final chapter summarizes the current and evolving roles of the speech-language pathologist. (Contains 165 references, an 82-item bibliography, and 13 tables.) (CR)