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An additional factor emerging in the discussion concerning the shortage of qualified school-based SLPS is whether the number of SLPs being trained through graduate training programs—or the supply of SLPs—is sufficient to keep up with the growing demand.
According to the Council of Academic Programs in Communication Sciences and Disorders' most recent demographic survey of undergraduate and graduate programs in communication sciences and disorders (2000–2001), the number of master's programs in speech-language pathology has increased from 223 programs in 1994–1995 to 233 programs in 1996–1997, to 242 programs in 1998–1999, and to 244 programs in 2000–2001. Although small decreases were noted in the number of master's degrees awarded in speech-language pathology between 1997–1998 and 1999–2000 (5,819 to 5,692, respectively), the data indicate that the number of master's degrees awarded in 1999–2000 (5,692) reflects a 61% increase over the number of degrees granted a decade ago (3,528; ASHA, 2004).
Anecdotal evidence suggests that there is a need to increase the supply of SLPs being trained to work in school settings, and a need to find creative and flexible alternatives for training qualified personnel. A number of states have collaborated with universities to establish distance learning programs and consortia to address the supply of school-based SLPs in their state. See Collaborative University and School District Partnerships.
This evidence supports the conclusion that the need for additional qualified SLPs in school settings is real, vacancies exist, and these vacancies cannot be accounted for solely by shortages in qualified personnel. School personnel must look for other explanations. A more complete report on national and state-level demand projections for the profession of speech-language pathology can be found within the 2009 Supply and Demand for Speech-Language Pathologists Resource List [PDF].
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