Activities and Resources From the National Office Caseload size has been recognized by the ASHA as one of the key issues of concern to school-based speech-language pathologists. Calls and emails from members are often related to questions and concerns about caseload size, and member input at meetings and on opinion polls identifies caseload size as one of ... Article
Article  |   October 01, 2000
Activities and Resources From the National Office
Author Affiliations & Notes
  • Kathleen Whitmire
    ASHA School Services, Rockville, MD
Article Information
School-Based Settings / Articles
Article   |   October 01, 2000
Activities and Resources From the National Office
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 15-17. doi:10.1044/sbi1.1.15
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 15-17. doi:10.1044/sbi1.1.15
Caseload size has been recognized by the ASHA as one of the key issues of concern to school-based speech-language pathologists. Calls and emails from members are often related to questions and concerns about caseload size, and member input at meetings and on opinion polls identifies caseload size as one of their primary challenges. Data gathered on annual ASHA surveys support the notion that caseloads in many school districts are too large; despite ASHA guidelines recommending a maximum caseload size of 40, surveys indicate an average caseload size of 50, with some members reporting caseloads as large as 104. In addition, current educational reform is exacerbating the situation:
  • An increase in inclusive practices has increased the number of severely involved students in the schools, requiring more time and support;

  • An increase in classroom-based and collaborative services has led to an increased need for planning and meeting time; and

  • The Individuals with Disabilities Education Act Amendments of 1997 (IDEA ‘97) requires more frequent reporting of student progress and an increase in meetings with regular education teachers.

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