3. SLP Caseloads

The American Speech-Language Association has published an in-depth analysis of SLP workload issues (ASHA Caseloads). One comment is striking:

“Each student added to the caseload increases the time needed not only for direct and indirect services and evaluations, but also for mandated paperwork, multidisciplinary team conferences, parent and teacher contacts, and related responsibilities.”

Here is the starting point for Strategic Eligibility Management in the school setting. Practicing school SLPs know that one extra pupil can make a big difference, and one less pupil can make a big difference too. Therefore, reducing the over-identification of special education pupils is an immediate way of reducing workload, even one pupil at a time. Exiting one child who should not be in special education makes a difference in workload and in the quality of service offered to other pupils.

It is also the right thing to do: ” We have a legal and ethical duty to ensure that students are not misidentified for special education and to ensure that all students have equitable opportunities to succeed” (Sullivan et al, 2009; cf. Misidentification Psychology).

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