4. More on The Mystery of the ASHA Curriculum Process Process

In 2009 an ASHA committee published the results of a survey of SLP views of service delivery overlap. Respondents expressed concern about the “…expanding scope of practice in the field.” They were asked to “…work in areas they deemed inappropriate given their training and comfort levels.” Some disapproved “…of SLPs’ involvement in specific areas of practice, including swallowing, literacy, and cognition.”

Role Ambiguity and Speech-Language Pathology, ASHA Leader, December 15, 2009, p. 12, Coordinating Committee of the Vice President for Speech-Language Pathology Practice, Brian Shulman, Vice President.

While ASHA received negative feedback from school members its public relations arm continued to push for new “responsibilities”: “In response to dramatic changes in school-based practice, ASHA has developed a new position statement and professional issues statement on the roles and responsibilities of speech-language pathologists in schools.”

The responsibilities included:

(a) reinforce SLP roles in schools; (b) serve all levels and client types; (c) ensure educational goals; (d) make contributions to school curriculum; (e) highlight language and literacy services; (f) conduct culturally relevant services (g) range of programmatic responsibilities (prevention, assessment, intervention,program design, data work, compliance); (h) collaborate; (i) leadership (advocacy, supervision, professional development, parent training, workload realignment, professional preparation, lifelong learning).



The curriculum process is unclear and paradoxical. New “responsibilities” are heaped on school personnel while long-standing concerns are ignored.

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