Patti Kelly Ralabate, Rachel Currie-Rubin, Alyssa Boucher, and Jennifer BartecchiPublisher
Perspectives on School-Based Issues (ASHA Sig 16)Date
Speech language pathologists (SLPs) working in inclusive classrooms bring a different orientation toward developing student goals and delivering language instruction than do general education classroom teachers. It is critical for SLPs and classroom teachers to find cohesive ways of addressing students’ needs while also teaching to high-level state standards. This article discusses Universal Design for Learning, a framework derived from research on neurodiversity and the learning sciences, which accepts learner variability as a strength to be leveraged, not a challenge to be overcome. Further, this article explores the
ways in which SLPs can use the Universal Design for Learning framework to leverage their knowledge of student learning needs and language development to work in complementary ways with classroom teachers, set appropriate goals for their students in conjunction with the classroom teacher, and allow both SLPs and classroom teachers to attend to the variability of all their students.
Ralabate, P. K., Currie-Rubin, R., Boucher, A. R., & Bartecchi, J. (2014). Collaborative planning using universal design for learning. Perspectives on School-Based Issues 15(1): 26-31.