Universal Design for Learning: A Shared Language to Create a Culture of Collaboration and Leverage Interprofessional Practice.

IF 2.2 3区 医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Alyssa R Boucher, Gabrielle Rappolt-Schlichtmann, Emma Hensler
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引用次数: 0

Abstract

Purpose: Collaboration between teachers and speech-language pathologists is essential for supporting diverse learners, particularly those with communication challenges. This article explores the use of Universal Design for Learning (UDL) as a common language to enhance interprofessional collaboration, fostering a shared framework for designing inclusive educational environments. By implementing UDL principles, teachers and speech-language pathologists (SLPs) can align their strategies, emphasizing flexibility in instructional methods, engagement, and assessment. This shared approach enables both professions to address student needs more holistically, bridging traditional professional divides and creating a cohesive support system within the school setting.

Method: The tutorial discusses specific strategies for integrating UDL considerations into collaborative practices, highlighting the skills and knowledge SLPs can bring to the classroom from the therapy room. We include a case example to illustrate how best practices from speech-language pathology and UDL Guidelines can be used together to improve vocabulary learning in high school students.

Results: Language within the UDL framework can serve as a useful tool to highlight both skillsets of teachers and SLPs leading to transdisciplinary collaboration. This tutorial builds on prior research of successful models of Tier 1 teacher-SLP collaboration.

Conclusion: This collaborative project demonstrates a realistic use of UDL as a common framework not only to enhance communication and reduces barriers among team members but also to support effective, accessible learning experiences for all students.

学习的通用设计:一种共享的语言来创造一种协作文化和利用跨专业实践。
目的:教师和语言病理学家之间的合作对于支持不同的学习者,特别是那些有沟通障碍的学习者至关重要。本文探讨了使用通用学习设计(UDL)作为一种公共语言来加强跨专业协作,促进设计包容性教育环境的共享框架。通过实施UDL原则,教师和语言病理学家(slp)可以调整他们的策略,强调教学方法、参与和评估的灵活性。这种共享的方法使两个专业能够更全面地满足学生的需求,弥合传统的专业鸿沟,并在学校环境中创建一个有凝聚力的支持系统。方法:本教程讨论了将UDL考虑整合到协作实践中的具体策略,强调了slp可以从治疗室带到课堂的技能和知识。我们包括一个案例来说明如何将语言病理学和UDL指南的最佳实践结合起来,以提高高中生的词汇学习。结果:UDL框架内的语言可以作为一个有用的工具来突出教师和slp的技能组合,从而促进跨学科合作。本教程建立在先前对Tier 1教师- slp协作成功模式的研究基础之上。结论:这个协作项目展示了UDL作为一个公共框架的实际使用,不仅可以增强团队成员之间的沟通和减少障碍,还可以为所有学生提供有效的、可访问的学习体验。
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来源期刊
Language Speech and Hearing Services in Schools
Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language
CiteScore
4.40
自引率
12.50%
发文量
165
期刊介绍: Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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