Educational Audiology Caseload Diversity Issues If 10 educational audiologists were asked to describe their caseloads, very likely there would be as many different answers. Unpublished information from the Educational Audiology Association’s 1999 member survey suggests that the diversity in educational audiology caseloads is most often associated with factors related to the state in which they ... Article
Article  |   October 01, 2000
Educational Audiology Caseload Diversity Issues
Author Affiliations & Notes
  • Gail Gegg Rosenberg
    School Board of Sarasota County, Sarasota, FL
Article Information
School-Based Settings / Articles
Article   |   October 01, 2000
Educational Audiology Caseload Diversity Issues
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 9-11. doi:10.1044/sbi1.1.9
SIG 16 Perspectives on School-Based Issues, October 2000, Vol. 1, 9-11. doi:10.1044/sbi1.1.9
If 10 educational audiologists were asked to describe their caseloads, very likely there would be as many different answers. Unpublished information from the Educational Audiology Association’s 1999 member survey suggests that the diversity in educational audiology caseloads is most often associated with factors related to the state in which they practice, the specific job description, and the work site (e.g., single district, multi-district, school for deaf and hard of hearing, special populations). ASHA’s Audiology Services in the Schools Guidelines (1993)  recommended one full-time audiologist for every 12,000 students (preschool through secondary) in order to provide comprehensive audiological services. However, educational audiologists often report far higher ratios. The workgroup currently addressing revision of the ASHA Guidelines will be using information specific to the changing roles of educational audiologists and current programs of service that characterize educational audiology caseloads to determine if indeed the 1:12,00 is a practicable recommendation.
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