Unions’ Role in Advocacy Regarding the “Why Make Time for Advocacy?” article (April 3), I am disappointed at the blatant neglect of the best advocacy source for school-based SLPs—unions. Union support is advocated in the ASHA publications State Advocacy Guidebook for Salary Supplement (2001) and Working for Change: A Guide for Speech-Language Pathologists and ... Inbox
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Inbox  |   June 01, 2012
Unions’ Role in Advocacy
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Inbox   |   June 01, 2012
Unions’ Role in Advocacy
The ASHA Leader, June 2012, Vol. 17, 38. doi:10.1044/leader.IN2.17072012.38
The ASHA Leader, June 2012, Vol. 17, 38. doi:10.1044/leader.IN2.17072012.38
Regarding the “Why Make Time for Advocacy?” article (April 3), I am disappointed at the blatant neglect of the best advocacy source for school-based SLPs—unions. Union support is advocated in the ASHA publications State Advocacy Guidebook for Salary Supplement (2001) and Working for Change: A Guide for Speech-Language Pathologists and Audiologists in Schools (2000), with the latter giving specific guidelines for obtaining union support of workload issues.
In 2002ASHA Leader articles (Moore, “Trying on the Union Label” and Bellini, “One Voice Does Make a Difference”), school-based SLPs are told that, “Union advocacy is not a traditional role for SLPs but we cannot be isolationists. You should not be a silent party. Be tenacious and aggressive. You are entitled.”
I could not have said it better myself. I have presented three times on union advocacy at the California Speech-Language-Hearing Association (CSHA) Convention, and have been featured in an Advance article on union advocacy (June 23, 2009).
I was the grievance chair for 15 years and am the chapter president and the California Teachers Association State Council Representative for my local union.
Why? Advocating without my union got me nowhere. Advocating with it got me a $5,000 stipend, more prior years’ credit, credit for non-public school employment on the salary schedule, and better working conditions.
Leaving out unions from an article on advocacy is like eating without teeth—extremely insufficient and quite unsatisfactory. I advocate for better support of school-based SLPs by ASHA.
Pamela Greenhalgh Fullerton, California
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June 2012
Volume 17, Issue 7