Welcome to The Wave!

Welcome to The Wave, CASLPO’s monthly e-newsletter for registrants! The Wave brings together all of the College's key updates into one easy-to-read format.

In This Issue:

• Top 5 Tips for Renewing Your CASLPO Registration
• Celebrating Sandi Singbeil’s Years of Service to CASLPO
• Registrant Spotlight: Colleen Dreyer and Suzanna Fox - Clinical Educators
• New Standards for Supervision of Students Now Available
• Policy Update: Mentorship Late Fees
• Newborn Hearing Screening Developments in the Toronto Region
• Webinar on Understanding Intimate Partner Violence: Recognition, Response and Resources
• Recent Discipline Decisions

Celebrating Sandi Singbeil’s Years of Service to CASLPO

After more than 17 years of service to CASLPO, Sandi Singbeil, SLP, is stepping away from her formal roles with the College. Her contributions have spanned Board leadership, committee work, and a wide range of initiatives supporting the profession and public protection.

A speech-language pathologist with more than 28 years of experience supporting children and families, Sandi was born and raised in Winnipeg, Manitoba. She began her career in the United States before returning to Canada in 2002. Since then, she has been a dedicated member of the North Words Preschool Speech and Language Program in Dryden, Ontario.

Sandi first joined CASLPO’s Board of Directors in 2009 and served three terms over nine years. During her time on the Board, she served as Vice-Chair (SLP) and on numerous committees, including Quality Assurance, the Inquiries, Complaints and Reports Committee (ICRC), Discipline and Practice Matters. She also chaired the Patient Relations Committee for many years. 

After completing her Board service, Sandi continued her involvement with CASLPO as a non-Board committee member, serving six years on the ICRC and, most recently, one year on the Discipline Committee.

Reflecting on what she found most rewarding about her experience contributing to CASLPO, Sandi shared:

“One of the most rewarding aspects has been the opportunity to give back to the profession that has meant so much to me throughout my career. I gained a much deeper understanding of regulation and public protection, while learning from colleagues with diverse perspectives and experiences. The knowledge and insight I developed through my years with CASLPO have unquestionably made me a better speech-language pathologist.”

She also emphasized the value of the relationships she built along the way, noting that “the relationships I built and the opportunity to learn from so many dedicated professionals were every bit as valuable as the work itself.”

For registrants considering getting involved with CASLPO, Sandi strongly encourages practising clinicians to bring their perspectives to the College:

“My advice would be not to let a lack of experience hold you back. If you are interested in contributing, be open to learning and take advantage of the opportunities available. Representation from practising clinicians is essential, and your perspective and experience can make a meaningful contribution.”

Sandi’s nearly two decades of service reflect a strong commitment to the profession, public protection and the importance of registrants contributing their expertise to regulation. CASLPO thanks Sandi for her leadership, dedication and many contributions over the years.

Visit the Get Involved with the Professions web page

Registrant Spotlight: Colleen Dreyer and Suzanna Fox – Clinical Educators

How two speech-language pathologists at London Health Sciences Centre are helping prepare the next generation of professionals through an innovative clinical placement model.

Clinical Educators play an essential role in preparing the next generation of audiologists and speech-language pathologists. By opening their workplaces to students and sharing their knowledge and experience, they help future registrants develop the clinical skills, professional judgement, and confidence needed for entry to practice.

Speech-language pathologists Colleen Dreyer and Suzanna Fox are among the many registrants contributing to clinical education. At London Health Sciences Centre, they provide clinical placements for graduate students from Western University and have embraced an innovative 2:1 clinical placement model to help address the growing demand for student placements.

Under the 2:1 model, each Clinical Educator supervises two final-year speech-language pathology students completing their consolidating placements. Students learn alongside a peer while receiving guidance and feedback from an experienced clinician in a complex, fast-paced acute care environment. The model encourages collaboration, co-learning, and shared problem-solving, while helping increase placement capacity as graduate programs continue to grow.

What motivated you to become a clinical educator?

For Suzanna, being a Clinical Educator is an opportunity to reflect on her own practice while learning from students.

“Students bring new views and their more recent formal education to challenge potentially outdated practices. I also find pride in sharing the aspects of my role that continue to inspire me and make me excited about our profession.” 

Colleen sees clinical education as an opportunity to contribute to the development of future acute care clinicians. 

“Being a clinical educator allows me to contribute to the development of future acute care clinicians. I greatly value the opportunity to assist students in developing their clinical reasoning skills and confidence, as well as translating what they learn in the classroom into the real world.”

Clinical educators do much more than supervise students. They create meaningful learning opportunities, provide ongoing feedback, assess student performance using tools such as the Canadian Assessment of Clinical Competence (ACC), and help students connect classroom learning with clinical practice.

What do you find most rewarding about being a clinical educator?

For Suzanna, one of the most rewarding aspects is seeing students’ enthusiasm and growth.

“I enjoy the enthusiasm that students bring and their eagerness to learn about acute care. I’m as excited to see them develop their skills and become more competent and independent as they are.” 

For Colleen, it is the opportunity to share her passion for acute care and see students recognize the impact of their work.

“Sharing my passion for the work that we do is my motivation. Watching students develop their clinical skills, while helping them appreciate the meaningful impact we can have on the lives of our patients and their loved ones, is incredibly rewarding.”

What makes the 2:1 placement model successful?

With two students learning together, the 2:1 model creates opportunities for peer learning alongside guidance from the Clinical Educator. Students can discuss questions, consider different perspectives and work through clinical decisions together before seeking additional guidance.

Suzanna says the model helps students build confidence and learn from and support one another:

“Students have each other at the onset, allowing them to work through questions and decision-making together. They also learn from each other’s experiences, and progress with more confidence as they move toward individual learning opportunities. Observing the collaboration and collegial manner in which students work together is inspiring.” 

Colleen emphasizes that while the model offers significant benefits, it also requires thoughtful planning and dedicated resources.

“The 2:1 placement model provides a unique opportunity for students to learn not only from the Clinical Educator, but from one another using reciprocal peer feedback. Students can share perspectives, work through clinical scenarios together, and learn by actively observing each other during direct patient care.

“It is also important to recognize that this model requires additional time and resources from both the Clinical Educator and the organization. Meaningful clinical education requires dedicated time for supervision, feedback, teaching and reflection. This is particularly important when supporting two students with individual strengths, goals and learning needs.

“Careful planning, flexibility and balancing the needs of two learners while continuing to provide optimal patient care are essential. Careful selection and pairing of students, as well as meeting before the placement begins to discuss individual goals, learning needs and expectations, were key to the success of our 2:1 placement.”

The 2:1 model demonstrates how Clinical Educators and academic programs can explore new approaches to expanding student placement capacity while maintaining meaningful learning experiences. It also highlights the value of peer learning and collaboration in helping students develop the confidence and skills they need to enter practice.

Thank you to Colleen and Suzanna for their dedication to clinical education and their commitment to preparing the next generation of speech-language pathologists. Their contributions help strengthen the professions and support the development of future registrants who are prepared to provide safe, ethical and competent care.

Interested in becoming a Clinical Educator?

Clinical placements are coordinated through Ontario's university programs. If you're interested in supervising students, consider connecting with the Academic Coordinator of Clinical Education at the university in your region to learn more about available opportunities.

Read more about how to become a Clinical Educator and find contact information for the university program near you.

Learn about Clinical Educators

 Policy Update: Mentorship Late Fees

CASLPO's Board of Directors approved the Consequences of Missing Mentorship Self-Assessment Tool (MSAT) Deadlines policy on March 6, 2026. Beginning September 1, 2026, the policy may be applied when mentorship deadlines are not met. 

This policy is intended to promote professional accountability for meeting deadlines throughout the mentorship period. It is also intended to ensure a more efficient use of registrant resources, as CASLPO staff can spend a considerable amount of time and effort following up with mentors and mentees regarding missed deadlines. 

What does this mean for mentees?

Mentees are responsible for carefully reviewing and meeting their mentorship deadlines, including the MSAT midterm report, mentorship end date, and MSAT final report.

Please keep the following in mind: 

If you need an extension, you must submit an extension request to the College for review within 30-days of your mentorship deadline.

You will receive a reminder notice before the end of your mentorship period with your mentorship end date and final report due date.

Before a late fee is charged, the College will determine whether you are accountable for missing the deadline, including whether an extension request was submitted and approved. A late fee will not be charged for a deadline that has been extended through an approved extension request. 

What does this mean for mentors?

Mentors also have an important role in supporting mentees in meeting their mentorship deadlines.

If a mentee is concerned about meeting a midterm deadline, you must discuss their concerns and determine how much additional time may be required to complete the mentorship.

Mentees will receive a reminder notice before the end of their mentorship period with the mentorship end date and final report due date.

Before a late fee is charged, the College will determine whether you are accountable for missing the deadline, including whether an extension request was submitted and approved. A late fee will not be charged for a deadline that has been extended through an approved extension request.

Mentors and mentees are encouraged to review their mentorship deadlines early and plan accordingly to ensure all required reports and activities are completed on time.

For more information, review the Consequences of Missing Mentorship Self-Assessment Tool (MSAT) Deadlines policy within the CASLPO Policy Manual.

Complete the survey and learn more

Newborn Hearing Screening Developments in the Toronto Region

Newborn hearing screening supports timely identification and can help prevent avoidable speech, language, and developmental delays, promoting lifelong communication, health, and well-being.

CASLPO is providing this information to support registrants who may be advising Toronto-area families and caregivers seeking newborn hearing screening during the current disruption to newborn hearing screening services. This guidance is particularly relevant to audiologists or speech-language pathologists who receive inquiries from families or caregivers about hearing screening options for a newborn.

Ontario Infant Hearing Program (IHP)

Ontario’s Infant Hearing Program (IHP) coordinates physiologic newborn hearing screening in hospitals and community settings. The program is delivered through 12 IHP lead agencies across Ontario (scroll to Infant Hearing Program locations).  Funding is provided by the Ministry of Children, Community and Social Services (MCCSS) through wave, the Oversight Agency for IHP.  Since 2023, wave has combined leadership in pediatric audiology, newborn screening, health care administration, medical practice and research to support a coordinated, evidenced-based, high quality provincial infant hearing program.

IHP lead agencies are responsible for providing infant hearing screening, arranging for screen positive follow up, and connecting families and caregivers of children identified with permanent hearing loss with community supports. These may include language development services, family supports, and IHP-trained clinical audiologists who provide hearing health care for children up to age six.
Surrey Place is the IHP lead agency for Toronto. Since May 25, 2026, Surrey Place has experienced a labour disruption that has limited newborn hearing screening appointments in the Toronto region.

According to Surrey Place’s strike related FAQs, caregivers have two options:

1. Use Surrey Place’s online booking system to request an appointment. Based on the infant’s age, this appointment may be for standard screening or a modified screen with an audiologist. Availability may be limited during the labour disruption.
2. Seek private audiology services if they are concerned about wait times.

Newborns are eligible for an IHP hearing screen until eight weeks of age. If a newborn is unable to receive the initial screen within that period, Surrey Place has indicated that a modified hearing screen can be arranged with an audiologist through the IHP. Surrey Place directs families to the CASLPO website to locate audiologists who work with infants (see FAQ under Universal Newborn Hearing Screening, “What if my baby ages out of the two-month eligibility window for hearing screening?”)  However, the CASLPO Public Register does not identify which audiologists have the equipment and resources to provide hearing screening for an infant.  

Guidance for CASLPO Registrants

If you are contacted by a Toronto-area family or caregiver seeking hearing screening for an infant, consider the following approach.

1. Refer into the IHP where possible

Referral to the IHP is the preferred approach, particularly for audiologists who do not have the equipment, resources, knowledge, or skill required to provide hearing screening for infants. 
Provide caregivers with information about Surrey Place’s online booking system. This is the preferred route because IHP services are MCCSS-funded and because the IHP can track screening results and arrange appropriate follow-up.

Surrey Place is continuing to screen babies at this time, however at a slower rate than normal due to limited appointments with the continued disruption.  If the infant has passed the eight-week eligibility window for a hearing screen, Surrey Place will work with families and caregivers to arrange for a modified hearing screen with an audiologist depending on the age of the infant.  

2. Provide private screening, where appropriate

A family may choose private audiology services because of concerns about wait times for an IHP appointment through Surrey Place. Audiologists who choose to provide private newborn hearing screening must have the necessary equipment, resources, knowledge, and skill to do so. They also have access to the Modified Hearing Protocol developed by the IHP through contacting Surrey Place.     

Before providing a private screening service, explain to the family or caregiver that:

• They have the option for no-cost screening through the IHP (Code of Ethics, Principle 2 - Patient Benefit, d, f, g)
• Private screening will occur outside the IHP.  Non-IHP providers are not required to follow IHP protocols.  The IHP follows specific protocols and is funded by MCCSS.
• The IHP may require repeat screening under its protocols if the audiologist chooses to apply an alternate screening protocol.  
• Fees for the screening service must be disclosed before the service begins, consistent with the CASLPO Code of Ethics, Principle 3 - Accountability, i,j, l).

Audiologists should also:

• Reach out to Surrey Place to discuss the opportunity to provide modified hearing screenings
• Familiarize themselves with the IHP’s Universal Newborn Hearing Screening Protocols and obtain an updated version of the Modified Hearing Screening Protocol from Surrey Place.  
• Obtain and document consent for the hearing screening, in accordance with the Code of Ethics (Principle 1 – Patient Autonomy) and the Consent and Capacity Standards (Standards 1, 2, 4).
• Obtain and document consent to share relevant information with Surrey Place, the Toronto IHP lead agency.
• Make best efforts to share screening results with Surrey Place, particularly where a baby does not pass the screening, and document those efforts.

Timely sharing of information with the IHP is particularly important when a baby does not pass hearing screening.

The College thanks Ontario audiologists and speech-language pathologists for continuing to serve as reliable, knowledgeable sources of support for the public during this time of disruption to newborn hearing screening services in Toronto.

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Webinar on Understanding Intimate Partner Violence: Recognition, Response and Resources

Health professionals may play an important role in preventing intimate partner violence (IPV) by recognizing the risk factors and knowing how to respond appropriately.  

Join CASLPO and other Ontario health regulatory colleges for a free virtual education session titled

Understanding Intimate Partner Violence: Recognition, Response and Resources.

September 22nd from noon-1:30pm 

The session will: 

• Examine the role of regulated professionals in recognizing risk and responding appropriately to IPV
• Increase awareness of risk factors associated with IPV, including aging, substance use, declining physical, cognitive and mental health, family dynamics and access to firearms
• Explore approaches to IPV risk assessment in practice
• Learn about reporting obligations and privacy considerations, including guidance informed by the Information and Privacy Commissioner of Ontario

The webinar is open to all CASLPO registrants and will be recorded for those who are unable to attend live.

Register to attend

Recent Discipline Decisions

In keeping with CASLPO’s statutory mandate regarding protecting the public, the College proactively investigates all complaints and reports as well as addresses capacity concerns regarding its registrants. The College also administers disciplinary action when necessary, in matters involving allegations of professional misconduct or incompetence.

You can see the latest discipline decisions in the Discipline section of CASLPO website here.