Video recordings and slides from the 2019 ASHA Schools Virtual Town Hall, the second installment in the town hall series, are now available.
The event featured a moderator and panel to address the need to expand the school-based speech-language pathologist (SLP) workforce. Panelists presented innovative strategies and solutions to attract, prepare, and retain school-based SLPs. View presentation slides and video from the event.
A new, free toolkit is now available to help lead state and district teams through a collaborative process in developing a comprehensive approach for addressing special education teacher shortages.
The toolkit, “Educator Shortages in Special Education: Toolkit for Developing Local Strategies,” is a collaborative effort between the Center on Great Teachers and Leaders and the Collaborative for Educator Development, Accountability, and Reform, both funded by the U.S. Office of Special Education Programs (OSEP).
The free resource is organized around a facilitation guide and three supporting tools. Aligned with current efforts from OSEP, the collaborative process featured in the toolkit intentionally examines shortages across the entire career continuum—from attracting to preparing to retaining teachers—so that all students with disabilities have access to effective teachers.
Please join the American Speech-Language-Hearing Association (ASHA) for the 2019 ASHA Schools Virtual Town Hall, “Attract, Prepare, and Retain School-Based SLPs,” on Monday, December 9, from 6:30 to 8:00 p.m., EST. This free livestream event will feature a moderator and panel to address the need to expand the school-based SLP workforce.
Town Hall participants will learn from school-based SLPs, school district decision makers, and state education departments about strategies to attract, prepare, and retain school-based SLPs. Attendees will be able to ask questions and comment during the event. Register today.
This year’s Symposia Series from the Office of Special Education Programs (OSEP) will focus on strategies to attract, prepare, and retain effective personnel — general and special education teachers, early childhood personnel, and related services providers — who have the knowledge and skills needed to provide effective instruction, interventions, supports, and services to children with disabilities.
James D. Wolf, Jr.
Originally posted by the Monticello Herald Journal, June 26, 2019
Speech therapists, occupational therapists, physical therapists and even school psychologists are scarce, and they tend to go to clinics and hospitals, which pay more.
Read the full article.
Originally posted by CBS News, April 11, 2019
Only three out of five schools across the country have full-time school nurses often forcing school administrators, with no medical training, to step in and provide some level of care. Over the past several years, multiple children have died after facing medical emergencies in their schools when no nurse was on duty.
Read the full article.
Robbie Feinberg
Originally posted by Marketplace.org, February 13, 2019
According to the Centers for Disease Control and Prevention, rates of diseases like diabetes and epilepsy have surged in children over the past few decades. Mental health needs have increased. Despite this, a 2018 study in the Journal of School Nursing found that fewer than 40 percent of schools employ full-time school nurses.
Read the full article.
Kyle Epps
Originally posted by Leader Live, February 13, 2019
A new Los Angeles Unified School District contract includes improvements such as workspace for itinerant employees, a caseload/workload taskforce, revised language on caseload limits, and a commitment from the union and the school district to work together to increase funding for special education services and staff.
Read the full article.
Christina A. Samuels and Alex Harwin
Originally posted by Education Week, December 5, 2018
The number of special education teachers nationally has dropped by more than 17 percent over the past decade, a worrisome trend in a career path that has seen chronic shortages for years.
Jason Nevel
Originally posted by The State Journal-Register (Springfield, Illinois), November 12, 2017
A “perfect storm” of factors—including tough licensing requirements, fears about state funding, low starting salaries, and negative perception of education—has affected the amount of vacancies in Illinois public schools. There are currently 2,013 unfilled positions in the state, including teachers, administrative staff, and school support staff, according to the Illinois State Board of Education.