Let’s talk about practical techniques for reducing the SLP caseload by way of Strategic Eligibility Management – practical points.


First, understand that school ethics are different.

Special education personnel are governed by federal and state statutory law. That law stems from the U. S. Constitution and various civil rights findings. SLPs must not place non-disabled children for speech and language problems. They must not let clients languish in special education without continuing evidence to support continued placement.

Second, clinical ethics and FAPE ethics are different.

From 1997 to now, the “progress in the general curriculum” may override clinical standards for therapy progress. An exit from special education may or may not correspond to an exit rendered in private practice. A speech and language problem does not automatically make a pupil eligibility for special education.

Third, evidence-based practice raises ethical questions.

Suppose we find that collaborative preschool intervention emphasizing reading in relation to speech deficits reduces the number of SLI children placed in special education. This raises the question of SLP method selection for educational purposes. Isn’t conventional one-on-one treatment called into question as an ethical choice?

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