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Abstract: Approve “A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: Position Statement”
RESOLVED, That “A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: Position Statement” be approved as ASHA policy; and further
RESOLVED, That “A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools: Position Statement” be published in the next annual supplement to The ASHA Leader, be posted on the Web site, be made available upon request from the ASHA Action Center and Fax-on-Demand, and be included in the next revision of the ASHA Desk Reference
RATIONALE: For years, ASHA's school-based members have reported that large caseloads are their major challenge in providing services to children with disabilities. Large caseloads constrain the speech-language pathologist’s (SLP) ability and capacity to engage in the expanded roles and responsibilities shaped by legislative, demographic, and professional factors. The existing ASHA policy document on caseloads (1993) has not had a significant impact on state or local policies establishing caseload standards. In response to this ongoing need, a revision of ASHA's policy on caseload size was included in the 2001-2003 Focused Initiative: School Based Programs and Services, with the charge that documents be developed that used an approach based on workload activities and that could serve as a template for state and local education agencies when determining caseload size. The resulting family of documents conceptualizes caseload as only one part of a school-based SLP's total workload in meeting students’ needs as mandated by IDEA ’97. Workload includes times for direct services as well as the associated and ancillary activities and responsibilities that are directly related to services with and on behalf of children. This position statement will demonstrate ASHA's leadership in meeting the needs of school-based SLPs by providing a caseload approach that considers the many factors that affect workload in the schools.
OUTCOME(S): Increase the number of speech-language pathologists who have the necessary knowledge of how to define workload to include time for direct services as well as time for the associated and ancillary activities and responsibilities directly related to the caseload. Ensure compliance with IDEA ’97, state and local mandates, and professional activities and responsibilities associated with working in a school setting.
Increase the number of state and local education agencies using workload as the basis for establishing reasonable caseload standards.
BUDGET IMPACT: Funds for the publication and dissemination of this document are already included in the operating budget of the Association.
PROGRAMMATIC IMPACT: If passed the Association will make available to school-based members, school administrators, and members of related professions working in the schools a document related to workload. This document will provide a framework for considering the factors that determine workload and assure compliance with IDEA ’97 and state and local mandates.
If not passed, school-based members will continue to be impeded by large caseloads that constrain their ability to engage in their expanded roles.
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