Implementing a Speech-Language Workload Approach in School-Based Settings: Why the Caseload Approach Isn't Working Speech-language pathologists have been employed in the public schools since 1950, but the roles and responsibilities have changed significantly. In 1975, PL 94–142 expanded the range and severity of disabilities served in the public schools. The scope of practice has continued to expand from fluency, articulation, and voice to include ... Article
Article  |   July 01, 2003
Implementing a Speech-Language Workload Approach in School-Based Settings: Why the Caseload Approach Isn't Working
Author Affiliations & Notes
  • Ellen Estomin
    Pittsburgh Public Schools, Pittsburgh, PA
Article Information
School-Based Settings / Practice Management / Professional Issues & Training / Articles
Article   |   July 01, 2003
Implementing a Speech-Language Workload Approach in School-Based Settings: Why the Caseload Approach Isn't Working
SIG 16 Perspectives on School-Based Issues, July 2003, Vol. 4, 30-32. doi:10.1044/sbi4.2.30
SIG 16 Perspectives on School-Based Issues, July 2003, Vol. 4, 30-32. doi:10.1044/sbi4.2.30
Speech-language pathologists have been employed in the public schools since 1950, but the roles and responsibilities have changed significantly. In 1975, PL 94–142 expanded the range and severity of disabilities served in the public schools. The scope of practice has continued to expand from fluency, articulation, and voice to include receptive and expressive language, augmentative/alternative communication systems, dysphagia, language and literacy development, auditory processing disorders, language-based learning disabilities, traumatic brain injury, and autism spectrum disorders; neurogenic disorders; and linguistic and cultural diversity(ASHA, 2001 ). Local and state standards have affected the expectations for speech-language pathologists. Schools are serving a more diverse population. Medicaid billing has been added to compliance paperwork. IDEA ‘97 (US Congress, 1997) introduced the mandates of least restrictive environment—not just FAPE (Free Appropriate Public Education)—and access to the general curriculum for all students, changing the focus from separate facilities to inclusion in general education programs.
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