English Archives

Lorem Ipsum Dolor Sit Amet – Elementor

2026-05-25 by

Objectives

Speech-language pathologists will:

be able to utilize and apply their knowledge and understanding of the science of reading in their clinical work to improve assessment, goal selection and intervention to improve client outcomes;
understand the reciprocity that exists between oral and written language to better understand how various linguistic and literacy skills influence and impact each other;
apply advances in research-to-practice and culturally responsive literature to the assessment and intervention of language and literacy disorders;
develop integrative knowledge of evidence-based intervention practices that are explicit, systematic, and linked to the curriculum;
develop and apply critical thinking skills when selecting, evaluating, and interpreting assessment and intervention materials and tools;
apply their knowledge in authentic, job-embedded situations (i.e., assessment, intervention, consultation); and
engage in reflective practice to evaluate and amend their learning as needed throughout the course.

New Title

Speech-language pathologists will:

be able to utilize and apply their knowledge and understanding of the science of reading in their clinical work to improve assessment, goal selection and intervention to improve client outcomes;
understand the reciprocity that exists between oral and written language to better understand how various linguistic and literacy skills influence and impact each other;
apply advances in research-to-practice and culturally responsive literature to the assessment and intervention of language and literacy disorders;
develop integrative knowledge of evidence-based intervention practices that are explicit, systematic, and linked to the curriculum;
develop and apply critical thinking skills when selecting, evaluating, and interpreting assessment and intervention materials and tools;
apply their knowledge in authentic, job-embedded situations (i.e., assessment, intervention, consultation); and
engage in reflective practice to evaluate and amend their learning as needed throughout the course.

Course description

The course will describe contemporary and advanced, evidence-based approaches to assessment and intervention in emergent literacy, reading, and writing disorders across populations. Culturally relevant and responsive practices will be discussed throughout the course. The online session learning will involve interactive lectures interspersed with small group case-study discussions, problem-solving, and sharing by learners.

Evaluation will consist of:

one research-to-practice reflection (one page in length);
two assessment summaries (one page in length each);
brief learning reflections at the end of each module; and

“The Advanced Literacy Practices course provides in-depth learning in current research on literacy and how to implement these evidence-based practices. The instructors are knowledgeable, and the content is clearly presented and organized. It not only changed my practice with students but also guided my conversations with other educators. Some of the research articles that were shared and the group conversations helped focus my daily work with educators supporting literacy in the K-12 education system. I highly recommend this course to any speech-language pathologist who wants to improve their understanding of literacy.”

Kim Lawlor

Speech-Language Pathologist

Registration Fees

Membership	Early Bird	Regular
Membership	Early Bird	Regular	SAC Members*	$1699	$1799
ASHA Members**	$1699	$1799
Non-Members	$2339	$2439

Membership	Early Bird	Regular
Membership	Early Bird	Regular	SAC Members*	$1699	$1799
ASHA Members**	$1699	$1799
Non-Members	$2339	$2439

*SAC Members

are required to be a current member at the time of the course to receive the member rate.
Sign in at the top of the registration page to receive the member rate.

**ASHA Members

are required to provide proof of ASHA membership.
Must email events@sac-oac.ca for details to receive a promo code.

10% Group Discount for Groups of Five or More

Register five or more colleagues to attend the Advanced Literacy Practices: Making it Happen! virtual workshop and receive a 10% discount on the total registration cost.
To qualify for the discount, you must be from the same organization.
Email events@sac-oac.ca for details to receive a promo code.

Cancellation Policy

An administration fee of $75 will apply to all refunds.
Requests for refunds must be received by December 16, 2025.
No refunds after December 16, 2025.
Please email events@sac-oac.ca to request a refund.

Registration Deadline: January 8, 2026

There is a maximum of 25 spots with each instructor.

Course Outline

Note: Each session consists of three hours of synchronous, online learning with one 15-minute break, and three to four small group discussion opportunities.

Module 1: Building a Context for Practice in Literacy

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Module 1: The Reading Wars and Literacy Frameworks

Independent Study Module

Module 3: Moving from Phonological Recoding to Orthographic Mapping in Single-Syllable Words

Module 4: Exploring Morphological Awareness and Reading of Multisyllabic Words

Application and Implementation Module

New Post

2026-05-25 by

Learning objectives:

Provide a summary of evidence supporting the clinical efficacy of RMST.
- What is the level of evidence indicating that RMST can induce changes in respiratory, swallowing or motor speech physiology? In which patient populations?
Provide an overview of principles of exercise physiology and neural plasticity and their application to dysphagia rehabilitation.
- Provide a clinical framework to support practitioners in decisions about the use of respiratory muscle strength training (RMST) pressure threshold devices with adult clients.
- Determination of RMST candidacy based on a patient’s medical diagnosis and physiological impairments.
- Inclusion/exclusion criteria.
Guide RMST assessment, outcome and treatment procedures.

New heading

“This is my Quote” – Holly Hamilton

Lorem Ipsum Dolor Sit Amet – Elementor

2026-04-28 by

Course description

Evaluation will consist of:

one research-to-practice reflection (one page in length);
two assessment summaries (one page in length each);
brief learning reflections at the end of each module; and

“Highly recommended for school-based S-LPs looking to expand their practice with confidence into the domain of literacy! I now feel ready to support reading and writing at all grade levels using specific resources and strategies, and I can offer help to teachers and parents supporting struggling students. I am better equipped to foster mutual understanding and successful collaboration with educators, and I’m confident that my contribution to my students’ literacy growth will have a positive impact on their overall wellness.”

Simone Klann

Speech-Language Pathologist

During the Independent-Learning Module, participants will be given time to review and reflect on assigned readings, and relate them to their current practice.

In the Application to Practice Modules, learners will have time to apply their learning to their practice as they conduct assessments, develop intervention plans, and complete intervention sessions. The participants will deliver a minimum of four intervention sessions, tracking student progress and adjusting their session plans in response to their students’ strengths and needs.

After each lecture, learners will be asked to review their lecture notes along with the assigned readings and complete a brief learning reflection (maximum 250 words in length).

Kim Lawlor

Speech-Language Pathologist

Course Prerequisites

Course Readings

Readings will be provided during the course.

Course Requirements

To receive a Certificate of Course Completion, all learners must:

attend all sessions or provide a physician’s note for missing a lecture or an assignment due date;
come prepared to participate in large and small group discussions;
complete all assessments and interventions with a target student; and
participants must pass all 5 assignments described in this syllabus.

NOTE: Learners who do not complete the course requirements will need to complete a remedial assignment. You must submit in writing any requests for re-evaluation to the course instructor.

Course Prerequisites

Master’s degree (or equivalent) in Speech-Language Pathology
good standing with their provincial/state regulatory body
minimum of two years of practice with school-age children (i.e., age 5 to 18 years) with a variety of speech and language needs
access to a Grade 1 or older student with difficulties in emergent literacy, reading, and writing
access to emergent literacy, reading, and writing assessment tools
familiarity with the Ministry of Education’s curricular documents

CEEs

This workshop is eligible for 51 SAC CEEs.

About the instructors

Jana Leggett, MHSc

Jana is a speech-language pathologist with the Toronto District School Board (TDSB). She works directly with students completing language and literacy assessments and running intervention groups. Part of her role includes collaborative work with the TDSB’s Early Years Department in developing and delivering professional learning to system senior teams, school administrators, educators, and parents in the areas of language and literacy development, assessment, instruction, and intervention. Jana holds an appointment with the University of Toronto where she teaches an undergraduate course, Reading and Literacy Disorders, and co-teaches in a graduate course, School Age Language Intervention. She is the co-author of Oral Language at Your Finger Tips and the author and instructor of the Accredited Continued Education Course, Advanced Literacy Practices, for speech-language pathologists.

Sherry Raffalovitch, MHSc

Sherry Raffalovitch is a speech-language pathologist who is in her 21st year working for the Toronto District School Board (TDSB). Sherry has held several roles within the TDSB, including Kindergarten Early Language Intervention S-LP, consultant, summer school program designer and is currently one of the S-LPs assigned to the Early Literacy Intervention Team. Sherry has been a course facilitator for the Advanced Literacy Practices Course since it started.

Registration Fees

Membership	Early Bird	Regular
Membership	Early Bird	Regular	SAC Members*	$1699	$1799
ASHA Members**	$1699	$1799
Non-Members	$2339	$2439

*SAC Members

are required to be a current member at the time of the course to receive the member rate.
Sign in at the top of the registration page to receive the member rate.

**ASHA Members

are required to provide proof of ASHA membership.
Must email events@sac-oac.ca for details to receive a promo code.

10% Group Discount for Groups of Five or More

Register five or more colleagues to attend the Advanced Literacy Practices: Making it Happen! virtual workshop and receive a 10% discount on the total registration cost.
To qualify for the discount, you must be from the same organization.
Email events@sac-oac.ca for details to receive a promo code.

Cancellation Policy

An administration fee of $75 will apply to all refunds.
Requests for refunds must be received by December 16, 2025.
No refunds after December 16, 2025.
Please email events@sac-oac.ca to request a refund.

Registration Deadline: January 8, 2026

There is a maximum of 25 spots with each instructor.

Objectives

Speech-language pathologists will:

be able to utilize and apply their knowledge and understanding of the science of reading in their clinical work to improve assessment, goal selection and intervention to improve client outcomes;
understand the reciprocity that exists between oral and written language to better understand how various linguistic and literacy skills influence and impact each other;
apply advances in research-to-practice and culturally responsive literature to the assessment and intervention of language and literacy disorders;
develop integrative knowledge of evidence-based intervention practices that are explicit, systematic, and linked to the curriculum;
develop and apply critical thinking skills when selecting, evaluating, and interpreting assessment and intervention materials and tools;
apply their knowledge in authentic, job-embedded situations (i.e., assessment, intervention, consultation); and
engage in reflective practice to evaluate and amend their learning as needed throughout the course.

Course Outline

Note: Each session consists of three hours of synchronous, online learning with one 15-minute break, and three to four small group discussion opportunities.

Module 1: Building a Context for Practice in Literacy

Module 1: The Reading Wars and Literacy Frameworks

Independent Study Module

Module 3: Moving from Phonological Recoding to Orthographic Mapping in Single-Syllable Words

Module 4: Exploring Morphological Awareness and Reading of Multisyllabic Words

Application and Implementation Module

Module 5: Decoding & Encoding Intervention – Part 1

Lorem Ipsum Dolor Sit Amet

2026-04-28 by

Because we have limited spaces available for participants, if you are unable to attend the webinar you registered for, please contact our events team as soon as possible.

Learning objectives:

Understand the recent restructuring of Indigenous Services Canada (ISC).
Develop foundational knowledge of the Non-Insured Health Benefits (NIHB) Program, including client eligibility.
Discover where and how to access program forms and additional information efficiently.
Gain a strong understanding of the program’s medical supplies and equipment audiology benefits, including:
- eligible prescribers and recommenders
- equipment coverage
- procedures for obtaining audiology benefits
- required documentation
- roles of the prescriber, provider, and client

Intended Audience

NIHB prescribers, recommenders, and providers, including clinicians and administrators

About the presenter

Maxine Flaman, R. Aud

Maxine is a policy analyst with the Non-Insured Health Benefits Program and a licensed, certified clinical audiologist. For over 25 years, she has worked alongside First Nations Peoples and communities, delivering audiological services grounded in experience and collaboration.

Respiratory Muscle Strength Training: Does it Work? (2025) – Elementor

2026-04-28 by

Course description

Evaluation will consist of:

one research-to-practice reflection (one page in length);
two assessment summaries (one page in length each);
brief learning reflections at the end of each module; and

Simone Klann

Speech-Language Pathologist

During the Independent-Learning Module, participants will be given time to review and reflect on assigned readings, and relate them to their current practice.

After each lecture, learners will be asked to review their lecture notes along with the assigned readings and complete a brief learning reflection (maximum 250 words in length).

Kim Lawlor

Speech-Language Pathologist

Course Prerequisites

Course Readings

Readings will be provided during the course.

Course Requirements

To receive a Certificate of Course Completion, all learners must:

attend all sessions or provide a physician’s note for missing a lecture or an assignment due date;
come prepared to participate in large and small group discussions;
complete all assessments and interventions with a target student; and
participants must pass all 5 assignments described in this syllabus.

NOTE: Learners who do not complete the course requirements will need to complete a remedial assignment. You must submit in writing any requests for re-evaluation to the course instructor.

Course Prerequisites

Master’s degree (or equivalent) in Speech-Language Pathology
good standing with their provincial/state regulatory body
minimum of two years of practice with school-age children (i.e., age 5 to 18 years) with a variety of speech and language needs
access to a Grade 1 or older student with difficulties in emergent literacy, reading, and writing
access to emergent literacy, reading, and writing assessment tools
familiarity with the Ministry of Education’s curricular documents

CEEs

This workshop is eligible for 51 SAC CEEs.

About the instructors

Jana Leggett, MHSc

Sherry Raffalovitch, MHSc

Registration Fees

Membership	Early Bird	Regular
Membership	Early Bird	Regular	SAC Members*	$1699	$1799
ASHA Members**	$1699	$1799
Non-Members	$2339	$2439

*SAC Members

are required to be a current member at the time of the course to receive the member rate.
Sign in at the top of the registration page to receive the member rate.

**ASHA Members

are required to provide proof of ASHA membership.
Must email events@sac-oac.ca for details to receive a promo code.

10% Group Discount for Groups of Five or More

Register five or more colleagues to attend the Advanced Literacy Practices: Making it Happen! virtual workshop and receive a 10% discount on the total registration cost.
To qualify for the discount, you must be from the same organization.
Email events@sac-oac.ca for details to receive a promo code.

Cancellation Policy

An administration fee of $75 will apply to all refunds.
Requests for refunds must be received by December 16, 2025.
No refunds after December 16, 2025.
Please email events@sac-oac.ca to request a refund.

Registration Deadline: January 8, 2026

There is a maximum of 25 spots with each instructor.

Objectives

Speech-language pathologists will:

be able to utilize and apply their knowledge and understanding of the science of reading in their clinical work to improve assessment, goal selection and intervention to improve client outcomes;
understand the reciprocity that exists between oral and written language to better understand how various linguistic and literacy skills influence and impact each other;
apply advances in research-to-practice and culturally responsive literature to the assessment and intervention of language and literacy disorders;
develop integrative knowledge of evidence-based intervention practices that are explicit, systematic, and linked to the curriculum;
develop and apply critical thinking skills when selecting, evaluating, and interpreting assessment and intervention materials and tools;
apply their knowledge in authentic, job-embedded situations (i.e., assessment, intervention, consultation); and
engage in reflective practice to evaluate and amend their learning as needed throughout the course.

Course Outline

Note: Each session consists of three hours of synchronous, online learning with one 15-minute break, and three to four small group discussion opportunities.

Module 1: Building a Context for Practice in Literacy

Module 1: The Reading Wars and Literacy Frameworks

Independent Study Module

Module 3: Moving from Phonological Recoding to Orthographic Mapping in Single-Syllable Words

Module 4: Exploring Morphological Awareness and Reading of Multisyllabic Words

Application and Implementation Module

Module 5: Decoding & Encoding Intervention – Part 1

Respiratory Muscle Strength Training: Does it Work? (2025)

2026-04-28 by

Learning objectives:

Provide a summary of evidence supporting the clinical efficacy of RMST.
- What is the level of evidence indicating that RMST can induce changes in respiratory, swallowing or motor speech physiology? In which patient populations?
Provide an overview of principles of exercise physiology and neural plasticity and their application to dysphagia rehabilitation.
- Provide a clinical framework to support practitioners in decisions about the use of respiratory muscle strength training (RMST) pressure threshold devices with adult clients.
- Determination of RMST candidacy based on a patient’s medical diagnosis and physiological impairments.
- Inclusion/exclusion criteria.
Guide RMST assessment, outcome and treatment procedures.

New heading

“This is my Quote” – Holly Hamilton

SAC & CAA Webinar: Non-Insured Health Benefits (NIHB) Program – Elementor

2026-04-28 by

Course description

Evaluation will consist of:

one research-to-practice reflection (one page in length);
two assessment summaries (one page in length each);
brief learning reflections at the end of each module; and

Simone Klann

Speech-Language Pathologist

During the Independent-Learning Module, participants will be given time to review and reflect on assigned readings, and relate them to their current practice.

After each lecture, learners will be asked to review their lecture notes along with the assigned readings and complete a brief learning reflection (maximum 250 words in length).

Kim Lawlor

Speech-Language Pathologist

Course Prerequisites

Course Readings

Readings will be provided during the course.

Course Requirements

To receive a Certificate of Course Completion, all learners must:

attend all sessions or provide a physician’s note for missing a lecture or an assignment due date;
come prepared to participate in large and small group discussions;
complete all assessments and interventions with a target student; and
participants must pass all 5 assignments described in this syllabus.

NOTE: Learners who do not complete the course requirements will need to complete a remedial assignment. You must submit in writing any requests for re-evaluation to the course instructor.

Course Prerequisites

Master’s degree (or equivalent) in Speech-Language Pathology
good standing with their provincial/state regulatory body
minimum of two years of practice with school-age children (i.e., age 5 to 18 years) with a variety of speech and language needs
access to a Grade 1 or older student with difficulties in emergent literacy, reading, and writing
access to emergent literacy, reading, and writing assessment tools
familiarity with the Ministry of Education’s curricular documents

CEEs

This workshop is eligible for 51 SAC CEEs.

About the instructors

Jana Leggett, MHSc

Sherry Raffalovitch, MHSc

Registration Fees

Membership	Early Bird	Regular
Membership	Early Bird	Regular	SAC Members*	$1699	$1799
ASHA Members**	$1699	$1799
Non-Members	$2339	$2439

*SAC Members

are required to be a current member at the time of the course to receive the member rate.
Sign in at the top of the registration page to receive the member rate.

**ASHA Members

are required to provide proof of ASHA membership.
Must email events@sac-oac.ca for details to receive a promo code.

10% Group Discount for Groups of Five or More

Register five or more colleagues to attend the Advanced Literacy Practices: Making it Happen! virtual workshop and receive a 10% discount on the total registration cost.
To qualify for the discount, you must be from the same organization.
Email events@sac-oac.ca for details to receive a promo code.

Cancellation Policy

An administration fee of $75 will apply to all refunds.
Requests for refunds must be received by December 16, 2025.
No refunds after December 16, 2025.
Please email events@sac-oac.ca to request a refund.

Registration Deadline: January 8, 2026

There is a maximum of 25 spots with each instructor.

Objectives

Speech-language pathologists will:

be able to utilize and apply their knowledge and understanding of the science of reading in their clinical work to improve assessment, goal selection and intervention to improve client outcomes;
understand the reciprocity that exists between oral and written language to better understand how various linguistic and literacy skills influence and impact each other;
apply advances in research-to-practice and culturally responsive literature to the assessment and intervention of language and literacy disorders;
develop integrative knowledge of evidence-based intervention practices that are explicit, systematic, and linked to the curriculum;
develop and apply critical thinking skills when selecting, evaluating, and interpreting assessment and intervention materials and tools;
apply their knowledge in authentic, job-embedded situations (i.e., assessment, intervention, consultation); and
engage in reflective practice to evaluate and amend their learning as needed throughout the course.

Course Outline

Note: Each session consists of three hours of synchronous, online learning with one 15-minute break, and three to four small group discussion opportunities.

Module 1: Building a Context for Practice in Literacy

Module 1: The Reading Wars and Literacy Frameworks

Independent Study Module

Module 3: Moving from Phonological Recoding to Orthographic Mapping in Single-Syllable Words

Module 4: Exploring Morphological Awareness and Reading of Multisyllabic Words

Application and Implementation Module

Module 5: Decoding & Encoding Intervention – Part 1

SAC & CAA Webinar: Non-Insured Health Benefits (NIHB) Program

2026-04-28 by

Because we have limited spaces available for participants, if you are unable to attend the webinar you registered for, please contact our events team as soon as possible.

Learning objectives:

Understand the recent restructuring of Indigenous Services Canada (ISC).
Develop foundational knowledge of the Non-Insured Health Benefits (NIHB) Program, including client eligibility.
Discover where and how to access program forms and additional information efficiently.
Gain a strong understanding of the program’s medical supplies and equipment audiology benefits, including:
- eligible prescribers and recommenders
- equipment coverage
- procedures for obtaining audiology benefits
- required documentation
- roles of the prescriber, provider, and client

Intended Audience

NIHB prescribers, recommenders, and providers, including clinicians and administrators

About the presenter

Maxine Flaman, R. Aud

About SAC webinars

Membership Requirements

Access to SAC webinars and webcasts is an exclusive benefit of SAC membership. Attendees must be current members when registering and during the webinar. Links to online SAC Professional Development opportunities are not to be shared with non-members/non-associates. SAC reserves the right to terminate the participation of a non-member/associate in any SAC online Professional Development event.

Non-members or non-associates must join SAC to access SAC online professional development. Information on joining SAC can be found at sac-oac.ca/membership/join-sac/.

Recording

A recording of this webinar will be available in our webcast library within a week of the live event.

Confidentiality

For confidentiality reasons, questions relating to specific client cases cannot be addressed in this format.

Zoom

Zoom is used to host this webinar. Before joining, be sure to check the system requirements to avoid any connection issues.
We suggest you do not use a Wi‑Fi connection to view the webinar, as it can be unreliable, and you may lose connectivity during the presentation.

Current Best Practices in AAC (2025)

2026-04-28 by

Because we have limited spaces available for participants, if you are unable to attend the webinar you registered for, please contact our events team as soon as possible.

Learning objectives:

Understand the recent restructuring of Indigenous Services Canada (ISC).
Develop foundational knowledge of the Non-Insured Health Benefits (NIHB) Program, including client eligibility.
Discover where and how to access program forms and additional information efficiently.
Gain a strong understanding of the program’s medical supplies and equipment audiology benefits, including:
- eligible prescribers and recommenders
- equipment coverage
- procedures for obtaining audiology benefits
- required documentation
- roles of the prescriber, provider, and client

Intended Audience

NIHB prescribers, recommenders, and providers, including clinicians and administrators

About the presenter

Maxine Flaman, R. Aud

About SAC webinars

Membership Requirements

Non-members or non-associates must join SAC to access SAC online professional development. Information on joining SAC can be found at sac-oac.ca/membership/join-sac/.

Recording

A recording of this webinar will be available in our webcast library within a week of the live event.

Confidentiality

For confidentiality reasons, questions relating to specific client cases cannot be addressed in this format.

Zoom

Zoom is used to host this webinar. Before joining, be sure to check the system requirements to avoid any connection issues.
We suggest you do not use a Wi‑Fi connection to view the webinar, as it can be unreliable, and you may lose connectivity during the presentation.

So You Want to Open a Private Practice in Audiology – Things to Consider (2025)

2026-04-28 by

Because we have limited spaces available for participants, if you are unable to attend the webinar you registered for, please contact our events team as soon as possible.

Learning objectives:

Understand the recent restructuring of Indigenous Services Canada (ISC).
Develop foundational knowledge of the Non-Insured Health Benefits (NIHB) Program, including client eligibility.
Discover where and how to access program forms and additional information efficiently.
Gain a strong understanding of the program’s medical supplies and equipment audiology benefits, including:
- eligible prescribers and recommenders
- equipment coverage
- procedures for obtaining audiology benefits
- required documentation
- roles of the prescriber, provider, and client

Intended Audience

NIHB prescribers, recommenders, and providers, including clinicians and administrators

About the presenter

Maxine Flaman, R. Aud

About SAC webinars

Membership Requirements

Non-members or non-associates must join SAC to access SAC online professional development. Information on joining SAC can be found at sac-oac.ca/membership/join-sac/.

Recording

A recording of this webinar will be available in our webcast library within a week of the live event.

Confidentiality

For confidentiality reasons, questions relating to specific client cases cannot be addressed in this format.

Zoom

Zoom is used to host this webinar. Before joining, be sure to check the system requirements to avoid any connection issues.
We suggest you do not use a Wi‑Fi connection to view the webinar, as it can be unreliable, and you may lose connectivity during the presentation.