Start here: identify the decision before collecting evidence
The Council for Accreditation of Canadian University Programs in Audiology and Speech-Language Pathology accredits exact graduate programmes in the two named disciplines. Start by choosing audiology or speech-language pathology, then match the university, department, degree title, language of instruction, present status and current cycle. Accredited, Probationary Accreditation, Candidate for Accreditation and Non-Accredited are not synonyms, and a university with one accredited discipline does not automatically carry the other.
A normal accreditation term may be seven years, a shorter term may be issued when concerns exist, and an interim report is normally required in year three. Candidate status can support a developing programme for up to three years but is not full accreditation. CACUP-ASLP programme accreditation does not itself grant the right to practise. SAC certification is voluntary and separate; provincial regulators control protected titles and practice permission in regulated provinces.
This guide was checked on 27 October 2026 against current primary guidance. The live directory checked on 27 October 2026 contained programme-specific current cycles, including several ending in 2026. The directory itself says information can change and directs readers to the programme for the most recent information. Near or after a cycle end, readers should obtain the current CACUP-ASLP decision rather than assuming either renewal or expiry. English and French directory views also showed some inconsistent programme labelling, so exact discipline confirmation is essential.
This specialist sits under The Gold Standard of Education: Learning That Transfers into Life. The parent framework keeps the purpose visible: understand the system, act on the correct evidence and build independence for the next decision.
Contents and reading routes
Use the quick route for an immediate decision, the complete route for a live case, and the teaching route when helping a learner explain the mechanism.
- Quick route: chapters 1, 4, 7, 10 and 12.
- Complete route: chapters 1–12, authoritative sources, verification workbook and FAQs.
- Teaching route: chapters 2–3, worked case in chapter 7, and failure repair in chapter 10.
Open the chapter index
- Name the communication-health decision
- Identify the accredited object
- Read the live directory
- Interpret four statuses
- Read a seven-year cycle
- Handle an ending cycle
- Work a two-discipline case
- Read review evidence
- Separate SAC certification
- Separate provincial regulation
- Repair common errors
- Complete the live sequence
1. Name the communication-health decision
Choose audiology or speech-language pathology, exact programme, learner dates and jurisdiction.
A shared school does not erase the discipline boundary.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the receiving organisation changes. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
2. Identify the accredited object
Match the named graduate programme and degree.
Department reputation is not programme status.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the record is older than expected. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
3. Read the live directory
Record status, cycle, language and programme identity.
Each field may affect the conclusion.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: a deadline moves forward. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
4. Interpret four statuses
Separate accredited, probationary, candidate and non-accredited.
Candidate is a development stage, not a full award.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the programme changes after an offer. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
5. Read a seven-year cycle
Use cycle dates with interim reporting and material-change duties.
A cycle is monitored, not unattended.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: one identifier is wrong. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
6. Handle an ending cycle
Suppose the displayed cycle ends in 2026 with no new row yet.
Ask for the current Board decision rather than inventing renewal.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: a listing is current but the intake is not. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
7. Work a two-discipline case
Suppose one university offers both professions but only one exact programme matches.
Check each object separately.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the learner changes jurisdiction. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
8. Read review evidence
Connect self-study, site visit, Board decision and interim report.
Programme marketing cannot replace the decision.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: evidence arrives after an internal deadline. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
9. Separate SAC certification
Treat voluntary certification as an individual professional credential.
It is not the accreditation record or a licence.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: a published route disappears. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
10. Separate provincial regulation
Check the province where the person will practise.
Protected titles and registration remain jurisdictional.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the decision-maker asks for the original document. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
11. Repair common errors
Typical errors merge association membership, certification, accreditation and licensure.
Give each claim its correct owner.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the search result is correct but incomplete. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
12. Complete the live sequence
Recheck programme, cycle, learner dates, certification and regulator.
Preserve the written current decision.
Decision rehearsal and changed-context transfer
Turn this chapter into a live file. the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration states the present decision in one sentence. CACUP-ASLP Accreditation Board, university and exact graduate programme, site-review team, student or graduate, Speech-Language and Audiology Canada, provincial regulator, employer, territorial authority and overseas receiver supplies only the evidence it owns. the live CACUP-ASLP programme directory, exact discipline and degree, current cycle, accreditation-process page, standards manual, programme disclosure, learner transcript and award, SAC certification record and provincial registration decision records the result. Date every source and distinguish an official fact, an institution-specific decision, an estimate and a personal preference.
Now change one condition: the learner changes goal. Preserve every fact that remains valid and reopen only the conclusions that depend on the changed condition. Name the new page, document, calculation or contact required. This is the difference between understanding a system and memorising one outcome.
Run a boundary test. Write what the current evidence proves, what it does not prove and who has authority over the next decision. Replace one identifier, date or category and repeat the reasoning. If the conclusion changes without a cited rule or written decision, an assumption has entered the file.
Finish with a five-line handover: current state; controlling source; unresolved question; next permitted action; review date. A parent, adviser or future learner should be able to reconstruct the case without relying on memory or a private conversation.
Authoritative sources and evidence boundary
These primary sources were checked on 27 October 2026. Reopen the live record near any enrolment, recognition, immigration, transfer, funding or licensing decision because statuses, dates and operating guidance can change.
- Current CACUP-ASLP programme directory, status and cycles
- CACUP-ASLP process, terms and four status categories
- Current CACUP-ASLP standards, manuals and forms
- CACUP-ASLP governance and Accreditation Board responsibilities
- SAC voluntary certification requirements and practice boundary
- SAC guidance on provincial regulation and right to practise
- Canadian audiology and speech-language pathology regulatory bodies
A source can establish only the fact within its remit. Keep the current authority record beside learner-specific evidence and obtain the responsible organisation’s written decision where acceptance, credit, protection, immigration or eligibility is at stake.
Verification workbook
Complete every line with a dated official page, document, recorded state or named follow-up. A blank is useful because it shows where certainty has not yet been earned.
- Present decision
- Discipline
- University
- Department
- Exact degree
- Language
- Campus
- Delivery mode
- Accredited
- Probationary
- Candidate
- Non-accredited
- First accreditation
- Cycle start
- Cycle end
- Interim report
- Extension
- Material change
- Site review
- Decision date
- Admission date
- Graduation date
- Transcript
- Award
- SAC membership
- SAC certification
- Province
- Regulator
- Protected title
- Practice authority
- Written decision
Build an auditable decision file
Open with the exact decision and its deadline. Attach the current current CACUP-ASLP directory entry for the exact audiology or speech-language pathology graduate programme and cycle, the learner-specific record and the receiver’s published requirements. A general webpage explains a rule; it does not replace a learner-specific decision from the responsible body.
Create one evidence row for each controlling fact: discipline, university, department, exact degree, language, campus, delivery mode, accredited status, probationary status, candidate status, non-accredited status, first accreditation date, cycle start, cycle end, interim report, extension, material change, site review, decision, learner admission, graduation, transcript, award, SAC membership, SAC certification, province, regulator, protected title, practice authority and written decision. Give every row a source, retrieval date, status and owner. Mark a fact confirmed only when the cited source proves it. Use reported, estimated or pending for everything else.
Separate inputs from outputs. Inputs are facts supplied by the learner, provider or authority. Outputs are comparisons, classifications and decisions made from them. If an output looks wrong, check the input, then the dated rule, then any recorded exception.
Keep a change log for discipline, programme title, department, language, status, cycle, interim report, extension, site review, learner dates, certification, province, regulator and receiving purpose. Record the old fact, new fact, date learned, source and every conclusion that must be reopened. Do not silently overwrite the earlier state; the history explains why a reasonable plan changed.
Add a deadline map with the formal deadline, an earlier internal deadline and the recovery route if evidence arrives late. Where no recovery route is published, record that absence rather than inventing one. Reopen the official page near the action date because archived guidance can look authoritative.
Use a responsibility matrix. CACUP-ASLP owns programme accreditation; universities own delivery and learner records; SAC owns its voluntary certification; provincial regulators own title and practice permission; territorial employers or authorities and overseas receivers own their decisions. If two people assume the other has acted, the file should expose the gap before the deadline.
Keep a contact note for each official enquiry: channel, date, question, answer and reference number. If verbal advice conflicts with a published rule or written decision, ask for clarification in writing before an irreversible action.
Run a source hierarchy check. Put the responsible authority first, current operational guidance second, the learner-specific notice third and informal explanation last. Where two official pages appear inconsistent, record both dates and ask which governs the present case.
Schedule a cold review two working days before any irreversible boundary. Recheck names, identifiers, dates, programme codes, study load and document version. Save the submission acknowledgement without treating receipt as approval.
After the decision, reconcile the notice with the plan line by line. Record what was accepted, refused, limited or deferred and the route for correction, review or appeal. Preserve the original decision when adding later correspondence.
Add a “not yet proved” page. List every conclusion that still depends on discipline, university, department, exact degree, language, campus, delivery mode, accredited status, probationary status, candidate status, non-accredited status, first accreditation date, cycle start, cycle end, interim report, extension, material change, site review, decision, learner admission, graduation, transcript, award, SAC membership, SAC certification, province, regulator, protected title, practice authority and written decision. Beside each item, name the smallest official record that would settle it and the person who can obtain that record. This stops a plausible estimate from drifting into the confirmed column merely because it has been repeated.
Rehearse a correction request before one is needed. Identify the learner, present decision, disputed input, supporting document and requested remedy without claiming an entitlement the evidence cannot establish. Address it to the organisation that owns the record or decision, keep a copy, and record the published response or escalation route.
Ask an independent reader to challenge the file. They should identify the weakest assumption, locate the official sentence that controls it and describe what changes if the assumption fails. Record that answer without deleting the earlier reasoning; the audit trail should show learning, not pretend uncertainty never existed.
Build a conservative time and cost plan beside the evidence file. Show what is already confirmed, what is estimated, which payment or enrolment step becomes irreversible and when. Then test a delayed decision and a less favourable outcome. The exercise does not predict the authority’s answer; it prevents an optimistic reading from becoming an unexamined commitment.
Ask the applicant, student, parent, graduate, adviser, employer or regulator checking a Canadian audiology or speech-language pathology graduate programme, accreditation cycle, SAC certification or provincial registration to narrate the case aloud in under two minutes: “This is my present state; this is the governing source; this is the learner-specific evidence; this is the unresolved boundary; this is my next permitted action.” A listener should be able to distinguish fact, comparison and choice without prompting.
Practise one counterfactual. Change only the same university has an accredited speech-language pathology programme but the learner enrols in audiology, or a cycle end passes while renewal remains unpublished and trace which conclusions stay valid. The exercise reveals whether the learner understands the dependency chain or has memorised an answer belonging to another case.
Finish with a retention plan. Keep source documents, decisions, receipts and later corrections for as long as they remain useful to explain the education record. Store identifiers securely and share only what the named recipient needs.
Frequently asked questions
What does CACUP-ASLP accredit?
Exact Canadian graduate programmes in audiology and speech-language pathology.
Does accreditation cover both disciplines automatically?
No. Match the exact discipline and programme.
What is candidate status?
A developmental pre-accreditation status for a new programme, not full accreditation.
How long is a normal term?
CACUP-ASLP says accreditation is normally seven years, with shorter terms possible.
What happens near a cycle end?
Recheck the live directory and obtain current written confirmation.
Is SAC certification a licence?
No. SAC describes it as voluntary and says it does not grant the right to practise.
Who controls practice permission?
The applicable provincial regulator or relevant territorial authority.
Can programme information change between reviews?
Yes. Programmes must report significant changes and CACUP-ASLP can require follow-up.
Close the workbook by explaining the process without notes. A dependable explanation names the authority, present state, evidence, deadline and consequence if one assumption fails.
Continue with this Education batch
These companion guides use the same evidence-first method for a different register, framework or recognition decision.
Continue through the Education branch
Return to The Gold Standard of Education. Continue with the Canada PEAC physiotherapy-programme specialist, the Canada CASN nursing-programme specialist, the Canada EQual health-education specialist, the Canada CCAPP pharmacy-programme specialist, the Canada CICIC institution-directory specialist, the university-degree accreditation guide, the overseas-degree recognition guide. Each guide preserves the specialist owner while showing how records, qualifications and decisions connect.