PURPOSE From preschool through high school, eating is part of the school day. Children with feeding and/or swallowing issues are now in our neighborhood schools, our responsibility in our care, and require adequate nutrition and hydration to participate in school and access the curriculum. The whole child is in school, including all of their medical, behavioral, social, and educational needs. This clinical focus article describes a holistic process of evaluating swallowing and feeding in the school setting for the school speech-language pathologist (SLP) leading the team supporting the child. METHOD This clinical focus article explores the evaluation process in the educational setting for the school SLP in identification of pediatric feeding disorders (PFDs), which can involve dysphagia. Detailed descriptions of the related U.S. educational law, PFD, assessment processes for the multiple systems relating to eating, and collaboration with an interdisciplinary team are highlighted. Using the four overlapping domains of PFD (medical, psychosocial, feeding skill-based systems and associated nutritional aspects), medical and background history gathering; integration with instrumental results; and the need to consider the complex interaction of developmental, physical, cognitive, social, behavioral, family, and cultural aspects in the evaluation are detailed. CONCLUSIONS School-age children require safe and adequate nutrition and hydration for learning and social participation. The SLP has a lead role in the school team in evaluating swallowing and feeding, and developing a plan for team implementation. A holistic school-based SLP clinical evaluation process is described.

中文翻译：

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学校言语病理学家的临床喂养和吞咽评估。

目的 从学前班到高中，吃饭是学校生活的一部分。有喂养和/或吞咽问题的儿童现在在我们附近的学校就读，这是我们的照顾责任，他们需要足够的营养和水分才能上学和学习课程。整个孩子都在学校，包括他们所有的医疗、行为、社交和教育需求。这篇临床焦点文章描述了领导儿童支持团队的学校言语病理学家 (SLP) 在学校环境中评估吞咽和喂养的整体过程。方法 这篇临床焦点文章探讨了学校 SLP 在教育环境中识别儿童喂养障碍 (PFD)（可能涉及吞咽困难）的评估过程。重点介绍了相关的美国教育法、PFD、与饮食相关的多个系统的评估流程以及与跨学科团队的合作。利用 PFD 的四个重叠领域（医学、社会心理、基于喂养技能的系统和相关营养方面）、医学和背景历史收集；与仪器结果相结合；并详细说明了评估中需要考虑发展、身体、认知、社会、行为、家庭和文化方面的复杂相互作用。结论 学龄儿童需要安全、充足的营养和水分来进行学习和社会参与。SLP 在评估吞咽和喂养以及制定团队实施计划方面在学校团队中发挥主导作用。描述了基于学校的整体 SLP 临床评估流程。