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Journal of Disability Policy Studies
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Use of Workload Analysis for Caseload Establishment in the Recruitment and Retention of School-Based Speech-Language Pathologists

Jeannette Woltmann

Washtenaw Intermediate School District, Ann Arbor, Michigan

Steven C. Camron

Eastern Michigan University, Ypsilanti, scamron{at}emich.edu

Personnel shortages have been a persistent challenge in the field of special education. In particular, shortages in the ranks of speech-language pathologists have been acute for many years. The inability to recruit and retain speech-language pathologists may result in underserving a vulnerable and growing student population. Although there are various reasons for these shortages, a predominant rationale has been poor working conditions, especially large, unmanageable caseloads and increasing administrative paperwork requirements. Proponents of a new methodology for establishing caseload configurations, called workload analysis, claim that this will improve recruitment and retention of speech-language pathologists. This article considers the source, application of, and empirical evidence relating to workload analysis. The conclusion is that there is insufficient evidence to support the claims. A direction for further research on the issue is presented.

Key Words: policy • service system development • system(s) change • law/legal issues • clinical issues • caseloads

This version was published on December 1, 2009

Journal of Disability Policy Studies, Vol. 20, No. 3, 178-183 (2009)
DOI: 10.1177/1044207309343427
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