Is There A Magic Number for an Educational Audiology Caseload? Caseload. That’s a tough one. A large caseload is the root of all evils. No wait. That’s not it. A large caseload is a blessing. No, that’s not it either. A large caseload is in the eye of the beholder. Well, not exactly. So, when is a caseload too big, ... Article
Article  |   October 01, 2000
Is There A Magic Number for an Educational Audiology Caseload?
Author Affiliations & Notes
  • Joan Marttila
    Mississippi Bend Area Education Agency, Bettendorf, IA
Article Information
School-Based Settings / Articles
Article   |   October 01, 2000
Is There A Magic Number for an Educational Audiology Caseload?
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 12. doi:10.1044/sbi1.1.12
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 12. doi:10.1044/sbi1.1.12
Caseload. That’s a tough one. A large caseload is the root of all evils. No wait. That’s not it. A large caseload is a blessing. No, that’s not it either. A large caseload is in the eye of the beholder. Well, not exactly.
So, when is a caseload too big, too small, just right? We don’t really know. The 1993 ASHA Audiology Services in the Schools Guidelines (currently in the process of being revised) took a stab at a starting point—12,000 students—with allowances for circumstances that would rapidly decrease this number.
It’s a lot easier for me to think about what educational audiolo-gists want to be and do than to speculate on the correct caseload size. We want to be competent, knowledgeable, organized, decisive, compassionate, collaborative, savvy, assertive and respected. We want to do good diagnostic and rehabilitative audiology for children 0–21 years of age.
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