The American Speech-Language-Hearing Association (ASHA) is the national medical, study and certification body representing 211,000 members and affiliates of audiologists; speech-language pathologists / therapists (SLP / Ts); speech, language, and hearing scientists; support staff in audiology and speech-language pathology; and students.1

There is no difference between Speech-Language Pathologist (SLP) and Speech-Language Therapist (SLT. Both titles are given to persons who are trained to support people with a communication impairment or delay.2

The aim of SHAP and ZU is establish a complete four-year Bachelor's program in Speech Language Therapy (B.Sc. SLT) to fill the void of SLTs in Pakistan and conduct research and development in local communities.3 SLP isn't all inclusive in diagnosing speech-language disabilities or illnesses and medical conditions that affect speech-language, swallowing, and hearing.4 Punjab public service commission planner of 2020 post number for SLT/ SPEECH SPECIALIST (BS-17) is 60 in Punjab special education department.5 The perspectives of Rehabilitation Care Workers' facilitators obstacles faced SLT is crucial in order to leverage their natural skills and improve the current RCW service and solidify their roles within the Multidisciplinary Team.6 Dilemmas Encountered by SLP research have frequently errors are made which create fraudulent, financial, and/or ethical dilemmas unknowingly.7SLP work in clinical environments treating people including Acute Care, hospitals Rehab, urgent care, well before-Kindergarten, etc. 8 NOMS explain the importance of SLP services as well as provide our participants with the appropriate tools to tackle the difficult issues.8, 9 employee satisfaction varies among SLPs working in school settings and working in medical settings. SLPs had significantly higher job satisfaction scores in medical settings.10 SLPs indicated that student demographics were the factors they considered the most when making such suggestions, rather than SLP or workplace characteristics.11 key roles and obligations of SLPs serving as members of interprofessional teams to provide family-centered, culturally responsive programs that promote the wellbeing of children in natural context.12 The collaboration between teachers and SLTs expressed disappointment with apparent systemic shortcomings in funding, personnel, and resources.13 SLT producer of speech therapy and hearing impairment auditory profiles (HICs) suggested improving and tracking speech therapy activities may boost HIC's verbal communication capacity.14 the Role on SLPs in Early Childhood Special Education is working with teams in clinic and the family around an early childhood autistic child.15 SLPs have generally reported warm attitude about their professional relationship with educational audiologists and feel that the workload is distributed equally16 Teachers and SLPs needed to interact frequently; and teachers wanted more knowledge of the role of the SLP in the educational environment to increase understanding of the benefits of the SLP and increase cooperation between SLPs and educators.17Studying instructional logs indicated that their student SLP-teacher pairs were earning classroom-based co-education from infants who focused on their aims. The results support the skill of the placement dependent IPE in most pairs of students.18 Medical Environment Principles for the SLP have to acquaint themselves with wider organizational concerns as the special medical corporations often encountered in medical environments.19 The SLP works in collaboration with the individual with an received Genius damage family, and a multidisciplinary crew to create a comprehensive care rehabilitation design that targets first-class of life20 Expectations and attitudes of SLPs training of contact partners with high-tech voice successful in generating that provides useful information about approaches targeting contact partners in high-tech technologies.21

This cross-sectional study was conducted through purposive sampling among SLP /Ts of Pakistan. Duration of study was 6 months in which an adaptive online survey questionnaire according to culture and region was designed to investigate the knowledge and experience of SLP /Ts focusing 5 sections at their workplace of clinics, special education and hospitals. The study was conducted among 105 participants, 35 in each group. The first section was about the level of familiarity with terminologies related to SLCN. Second section was state the language behavior indicators are either a feature of a speech difficulty, a language difficulty, both, either or not certain. The third section was state the academic and behavioral features are associated with a speech difficulty. Fourth section was state if the academic and behavioral features are associated with a language difficulty. The 5th and last section was identifying the barriers faced in meeting the needs of children with SLCN infer on your setting. The SLP/Ts working in hospitals, private clinics, special education were included in this research with an experience of more than 1 year. The other professionals like Audiologist, Psychologist, Physiotherapist neurologist, occupational therapist other multidisciplinary team were not included in the study. The children with other disorders for example cerebral palsy, articulation disorder, autism, aphasia were the exclusion criteria for the study. Data analysis was performed with the help of SPSS version 25.0 and presented through frequency and percentages for the demographics and one way Anova for the results.22

There were total 105 participants. The participant age includes 20-40yrs. Majority participants n=56 were in 25-30 yrs age, and minority n=2 in 35-40yrs age group. The sample contained equal proportion of individual’s settings as 33.3% in clinics, 33.3% in special education and 33.3% in hospitals. The experience of most of the participant SLP/Ts was 79% in group of 2-5yrs and minimum is 1% in more than 8yrs. Working hours of participants showed that most of the participants were working in 3 to 8 hrs as it was 37.1% of all the data. Majority of individuals belong to urban are as 91.4% and others belonged to ruler area. Descriptive statistics were used to describe the clinical stat participant. Total sample consist of 105 individuals divided into 3 sample clinics, special education and hospitals. One Anova test having three groups’ clinics, special educations and hospitals was used. The mean Standard deviation was also carried out of these variables. The mean knowledge of language behavior in clinics domain had 23.6571±3.09594. The 35 participants in special education and mean knowledge of language behavior 23.2000 ±2.86767. The mean of knowledge of language behavior of participants in hospitals 24.0571± 4.88059. The second segment is SLCN the mean knowledge SLCN in clinics settings 63.3143±9.51090. The mean terminologies of SLCN in special education participants were 25.9429±3.33381. The mean experience of language difficulties of hospitals participants 26.5429 ± 5.05466. the mean barriers faced by the participants in the clinic sample 21.2000 ±5.20068.The mean barriers faced by the special education participants19.9143 ±3.69715 The mean barriers faced by the hospital setting participants 16.4286±4.20983. in first variable sample the p-value is 0.630, which is insignificance The second variable sample the p-value is 0.68 which is insignificant. The third variable sample the p-value is 0.26 which

Education settings were 60.7143±4.07699. SLCN median awareness in hospital settings 64.3714±5.26970. The mean perception of speech disorders in clinic settings participants 28.5714±7.44109. The mean experience of speech difficulties in participants in specialeducation is 26.0571±5.30783.The means knowledge of speech difficulties in hospital settings 28.1429±6.20314. The mean experience of language difficulties of clinic participants 23.3226±7.56918.The mean experience of language difficulties of Is insignificant. The fourth p-value variable estimate is 0.048, which is less than the meaning amount of 0.05 so the null hypothesis is dismissed so it is inferred that there is a discrepancy between certain classes. The fourth variable range of the p-value was.000, which was lower than the sense level of 0.05 so that the null hypothesis is dismissed that there is a discrepancy between these classes.

This study purpose was to explore the role and function of SLP / Ts in the various settings where they work with or without inter-professional trainers. SLP roles and responsibilities are being implemented in schools. The respondents agreed that their careers have shifted from traditional speech-sound disorders to linguistic / alphabetical disorders.23 SLPs have said participation-focused intervention is needed, they have recognized many challenges and barriers including time and efficiency limitations, clinical settings limitations and verification challenges.24 Study observed no major variations between the different categories of SLP / Ts. SLP deals children with disabilities have access to their school's daily curriculum and are able to engage in school activities, classes and events as much as possible.25Education members strongly valued the availability of resources to identify and have exposure of the language and voice disorders, while SLP /Ts did not.26In research the role of educational psychologists have ability to help schools particularly by joint problem solving and resolving conflicts, and environment in transforming research into successful in further future.27 School-based SLPs and other educational professionals may benefit from IPP-focused job-embedded learning to improve their IPP awareness and participation and enhance student performance.28 SLP contribution to patient management while working with MDT improves patient health and quality of life.29

Communication is without a doubt a significant force in the development of the intimate, physical and intellectual life of a child. We contrasted the views of seasoned SLP / Ts in a particular settlement using a detailed questionnaire like clinics, special education and hospitals. So the study concluded that the no difference showed the knowledge between the settings in first three sections but had some difference by comparison on the knowledge of SLP/Ts in different settings. The mean knowledge of special education SLP/T had kind of unfamiliar with some terms other than SLP/Ts of clinics, hospitals. It was concluded that clinic and special education SLP / Ts would provide much needed recovery services to tackle the SLCN. The SLP / Ts in special education should be taught regarding SLCN-associated terminologies.

None