What School Districts Get Wrong About Virtual Speech Therapy
A Closer Look at the Myths and Misconceptions
Over the past few years, virtual speech therapy has gained significant momentum, especially as a response to the challenges posed by the COVID-19 pandemic. However, as school districts attempt to integrate this mode of service delivery into their systems, several misunderstandings still cloud its efficacy and implementation. Teletherapy is not the same as “when we went virtual during Covid.” As someone who's been deeply immersed in both in-person and virtual speech therapy, I’ve seen firsthand how these misconceptions can hinder teletherapy outcomes. I want to address some of the most common mistakes school districts make when approaching virtual speech therapy and offer insights into why these misconceptions are harmful.
Misconception #1: Virtual Speech Therapy Isn’t as Effective as In-Person Therapy
One of the most widespread assumptions is that virtual therapy is a watered-down version of in-person therapy, offering less effective or lower-quality services. In reality, the delivery method (virtual vs. in-person) does not determine the quality of therapy—it’s the therapist behind the screen that counts and the support available. It’s essential for school districts to recognize that a speech therapist providing virtual services holds the same credentials and degree as their in-person counterparts. I’ve actually had a teacher ask if I have the same degree as their SLP friend at another school. That one really stung. We undergo the same rigorous training, certification, and licensure processes to become speech-language pathologists (SLPs), whether we provide therapy virtually or in a physical space.
In many cases, virtual therapy offers advantages that in-person therapy cannot. For instance, teletherapy can increase access to specialized services in underserved or rural areas where SLPs may not be available. Additionally, the ability to use interactive online tools and games can enhance engagement, especially for students who are more tech-savvy or motivated by digital interactions.
Misconception #2: Virtual Therapy Is “Just Zoom Calls”
One of the biggest hurdles school districts face is understanding the difference between virtual therapy and a generic video call. Often, administrators think virtual therapy is just a therapist talking to a student through a screen, similar to a basic Zoom or Teams meeting. But virtual speech therapy is much more than that.
A teletherapy session typically involves a highly structured environment where interactive activities, visual aids, and therapeutic tools are carefully selected and integrated into the session. Online platforms designed for teletherapy allow SLPs to share screens, use digital whiteboards, incorporate educational apps, and manage behavior with interactive tools that keep students engaged.
Furthermore, just like in-person therapy, virtual therapy involves individualized treatment plans tailored to meet each student’s unique needs. It’s not a one-size-fits-all solution. Virtual therapists are trained to modify their approaches, whether the student needs articulation practice, language support, or help with social communication. When possible, I absolutely love having the administration and staff observe how my students participate in therapy because it has changed their understanding and perception each time.
Misconception #3: Virtual Speech Therapy Isn’t Suitable for Younger Students or Students with More Complex Needs
There’s a prevailing belief that younger students or those with complex needs, such as autism or significant communication disorders, cannot benefit from virtual speech therapy. This is simply not true. While it’s correct that these students may need more tailored interventions, experienced teletherapists are trained to adapt their techniques to suit different learning styles, attention spans, and abilities. In fact, many students with complex needs can thrive in virtual therapy because it can be customized to their sensory preferences and learning environments. If it’s not working, I would look at the environment and see what could be tweaked so that it is more effective.
For instance, students with autism may benefit from the reduced sensory input that comes from participating in therapy from their homes, where they feel more comfortable and less overwhelmed. The ability to interact with familiar objects and routines during virtual therapy can also help them generalize communication skills in real-world settings. Virtual therapists are trained to collaborate closely with paraprofessionals, teachers, and families to ensure that students with complex needs receive the comprehensive support they require.
Misconception #4: Virtual Therapy Is Harder to Manage Logistically
While school districts often fear that virtual therapy introduces unnecessary logistical challenges—such as managing schedules, coordinating with on-site staff, or ensuring students show up—this concern can easily be mitigated with proper systems in place.
Virtual speech therapy can, in fact, simplify scheduling by offering greater flexibility. Therapists are no longer constrained by travel time or geographic limitations, which means students can be seen more efficiently. Personally, I worked between two districts at five different schools one year and it was completely manageable because I was virtual! Collaboration with school staff to create schedules that minimize disruptions to students’ academic day is key.
Additionally, many virtual therapy platforms (like SLPToolkit and SLP Now) come equipped with tools that streamline session management, including built-in scheduling systems, progress tracking. With Google you can even send automatic reminders to ensure students attend their sessions on time. With the right training and infrastructure, teletherapy can be just as manageable—if not more so—than in-person therapy. Personally, I feel much more organized while working virtually.
Misconception #5: Virtual Therapy Leads to Less Collaboration with School Staff
A common fear is that virtual therapy creates a disconnect between the therapist and the broader school team. In reality, virtual therapists often engage in more collaboration with school staff than is typical in in-person settings. With fewer geographical barriers, teletherapists can easily join IEP meetings, consult with teachers, and communicate with parents regularly, all through the convenience of online platforms.
Virtual therapy also allows for more dynamic involvement of caregivers, paraprofessionals, and teachers during sessions. If needed, a teacher or para can sit with the student during the session to help facilitate attendance and learning, while the therapist leads the interaction. Virtual therapy sessions are also easier for parents to attend, which fosters a deeper connection between the therapist, the school, and the family.
Misconception #6: Virtual Speech Therapy Requires Too Much Technology or High-Level Tech Skills
Another concern often voiced by school districts is that virtual therapy requires complicated technology or advanced skills that may be difficult for students or school staff to handle. While virtual therapy does rely on technology, the necessary tools are often as simple as a laptop or tablet with internet access.
Most teletherapy platforms are user-friendly, and therapists are well-versed in helping students and staff get comfortable with the software. When needed, therapists can train teachers or support staff on how to navigate the platform, ensuring a smooth experience for everyone involved. Many of the tools and programs used in virtual therapy are designed to be engaging and intuitive, requiring minimal tech expertise to operate effectively.
Misconception #7: Virtual Therapy Is Just a Temporary Fix
Perhaps the most damaging misconception is that virtual speech therapy is a temporary solution—a stopgap measure to be used only when in-person services aren’t possible. However, teletherapy is here to stay. For many families and school districts, virtual therapy offers greater flexibility, accessibility, and continuity of care.
As districts navigate the post-pandemic world, it’s important to view virtual speech therapy not as a lesser substitute, but as a viable, long-term option that meets the evolving needs of students and families. Many districts that have successfully integrated virtual therapy into their special education services report positive outcomes, with students making significant progress. The key is embracing virtual therapy as a permanent component of the broader educational landscape, not just a temporary bandage for difficult times.
Final Thoughts: Embracing the Future of Virtual Speech Therapy
School districts have a responsibility to stay ahead of the curve and recognize the unique benefits that virtual speech therapy brings. While it's natural to have concerns about new service delivery models, these misconceptions should not stand in the way of providing high-quality therapy to students. The fact remains that virtual speech therapists are highly trained professionals with the same qualifications and expertise as their in-person counterparts.
I do want to emphasize that being trained to do teletherapy is paramount. Many districts complain about having ineffective SLPs providing virtual therapy and it simply comes down to not having training or experience. These are not bad SLPs, they just need training and experience.
By debunking these myths and embracing virtual speech therapy as an effective and viable option, school districts can expand access, enhance flexibility, and ultimately help students achieve their communication goals, regardless of where they are. Virtual speech therapy is not a downgrade—it's an evolution, and it's time we treat it as such with appropriate advocacy, training, and support.
If you want to start virtual therapy work and want support, please reach out! That’s what I’m here to help with :)
Ellie
