A Caseload Study of Educational Activities for Special Education Resource Teachers and Speech Pathologists

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This study investigated caseloads and the time associated with assessing, planning, developing new IEPs, updating IEPs, and providing direct instruction and indirect instructional services for a cross section of special education resource-room teachers and speech pathologists serving the same elementary, middle/junior, and high schools in various Maryland School Districts. The sample consisted of 100 resource-room teachers and 80 speech pathologists who were randomly selected. A survey was used to collect the data. Analysis of the data showed that developing a new IEP requires significantly more time than updating one. Educational assessment requires more time than speech assessment. Speech pathologists have more instructional periods, but of shorter duration, than special education resource-room teachers. Special education resource-room teachers have more students per instructional period and more instructional groups within the class than speech pathologists. The finding suggests that special education resource-room teachers provide more indirect or consultant service for students than do speech pathologists.