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.
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.