1. A Workload Analysis Approach for Establishing SLP Caseload Standards in the Schools:
   ASHA Ad Hoc Committee on Caseload Size (Technical Report 2002)
   
2. CDE Handbook on Assessment & Evaluation in Early Childhood Special Ed Programs, 2000
   (Large File)
   Note that Robin Reeves, CCC-SLP, a then CSHA Commissioner, participated in drafting this handbook.
   Includes both IDEA Part C Infant/Toddler ealy Start and IDEA Part B Preschool information
   Copies $13.50 each, plus shipping & handling charges: CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271
   FAX (916) 323-0823.
   
3. Therapy - Language Development Web Site (4/15/02)
   (700 links to therapy materials organized by grammatical categories and from the easiest to the more difficult to master)
   
4. Phonological Awareness: Literacy Acquisition and the Role of the Speech-Language Pathologist

1. Knowledge and Skills Needed by Speech-Language Pathologists with Respect to Reading and Writing in Children and Adolescents (ASHA, 2001)
   
2. ASHA's 12 Principles on National Health Policy (5/94)

Documents Addressing Issues of Diversity Have been Prepared by the Diversity Committee. 
After Reading the Summary You May Download The Paper.  We Welcome Your Comments.

1. Training Clinicians in Cultural Sensitivity: Considerations in treating the medically compromised adult
   VIEW DOCUMENT
   As a comprehensive system of beliefs and behaviors, culture provides a powerful framework for understanding the world.  Adults’ view of health, disabilities, medical facilities, and health professionals are largely influenced by their culture. This can create a large impact in provider-patient relationships when culturally different individuals are unaware of how thoughts, actions, and feelings are influenced by their culture; thus possibly affecting direct and indirect health care delivery. This paper will introduce concepts and definitions in cultural awareness and will introduce a questionnaire that can be used as a springboard for self-awareness, especially as it relates to the adult population.
   
2. Training Students to Work Effectively with Culturally/Linguistically Diverse (CLD) Populations
   VIEW DOCUMENT
   Most training programs in California offer one or more courses addressing issues related to multicultural and multilingual matters. All infuse information in their various courses and attempt to offer students experiences with CLD clients. These comments are based on results and surveys as well as information available on the training institutions websites. The paper provides specific information on contact persons for those institutions who responded to surveys, grants available, courses and opportunities to further understanding of CLD issues. Future discussions should include:
   • Meeting with contact personnel to plan a common agenda for students trained in the various programs throughout California.
   • Offering opportunities for practicing clinicians to attend and share their experiences with university professors and students about their work with CLD clients.
   
3. Establishing Language and Cultural Proficiency in Working with CLD Populations 
   VIEW DOCUMENT
   Following the review of  ASHA’s definition of skills of self-nominated bilingual SLPs, a description of the five possible levels of SLP’s language proficiency are described. Recommended types of services to be provided and areas to emphasize to reach the next level of language/cultural proficiency and possible range of services are described.
   
4. Early Intervention for CLD Populations
   VIEW DOCUMENT
   This paper provides specific strategies on how to work effectively with CLD infants and toddlers and their families. Areas include general considerations, assessment and intervention considerations as well as how to facilitate the transition process from prescribing an IFSP to an IEP.
   
5. Serving the 65+ CLD Population
   VIEW DOCUMENT
   There is no question that the 65 +years old populations is growing very quickly. This paper addresses specific issues in assessing and managing the older CLD population.  Information on statistics for Whites, Blacks, Hispanics, Asian and American Indian populations (numbers as well as incidence of particular health issues)  as well as considerations on how to be best address the needs of those CLD individuals is included.
   
6. Language of Intervention
   VIEW DOCUMENT
   A brochure was designed to address concerns regarding language of intervention for CLD students. Best practices along with support of the literature are addressed in this document which should be shared with other professionals and administrators.