Critical conversations in the community CSHA is pleased to announce a new, safe virtual space for important conversations. CSHA Convos are intended to be a safe place where some of the most-needed conversations can happen … a place for insights, knowledge and awareness. CSHA hopes to elevate the unique and upcoming voices in the field, …[Read More]
This week, the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board has posted their official COVID-19 Updates and responses to Frequently Asked Questions (FAQs). This important information is now up on their website. They have shared that they will continue to update their website on COVID-19 updates as they coordinate and receive information …[Read More]
Early Intervention Guide on Communication and Language Development By their second birthday, most children have a vocabulary of about 75-225 words and are beginning to combine words into two- to three-word phrases. While prevalence estimates vary, about 10 percent to 20 percent of 2-year-olds don’t reach this milestone and consequently may experience difficulties learning to …[Read More]
Learning to Communicate Babies are busy. There’s so much to do those first two years, like crying, smiling, waving, playing. They’re signs a child is learning to communicate. Parents are busy, too, so they need all the help they can get to identify the signs of age-appropriate communication — and what to do if those …[Read More]
In 2019, a presentation was made at the 2019 CSHA annual convention on Revising Larry P. and African American Student Language Assessments: Clarification and Updates (2019) by Toya Wyatt, Ph.D, CCC-SLP Department of Communications Sciences and Disorders at Cal State Fullerton. The Larry P. v. Riles (1979) court case is the basis for the law that …[Read More]
In January, 2003 a CSHA task force published this position paper, The Assessment of African American Children: An Update on Larry P. The Larry P. v. Riles (1979) court case is the basis for the law that disallows the administration of standardized intelligence quotient (IQ) tests for the placement of African American children into classes for the Educable Mentally Retarded (EMR) or its substantial equivalent.
Language disorders and language-learning disabilities may significantly impact all components of reading and writing. Educators, special educators, and parents in California have placed more emphasis on this fact in recent years. With increased national and state legislative focus on literacy, speech-language pathologists (SLPs) have both a challenge and opportunity to contribute to literacy development. This position paper and resource guide addresses the SLPs’ roles and responsibilities with respect to literacy development in children and adolescents in California.
California is the home of one third of the nation’s 5 million English-language learners (ELL). The position paper was written to offer practicing speech-language pathologists and audiologists guidelines when needing to collaborate with an interpreter/translator (I/T). This process is necessary when the clinician and client do not share the same language and is mandated by IDEA (2004) (20 U.S.C. §1412 (6)(B).
In 1986, the enactment of legislation to require early intervention services for infants and toddlers with disabilities and at-risk conditions from birth up until age 3 years of age ushered in a new paradigm of services and supports for families and very young children which has been compared to the Copernican Revolution (Turnbull & Summers, 1987).