View in EDS PDF Full Text

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

Saved in:
Bibliographic Details
Title: Universal Design for Learning: A Shared Language to Create a Culture of Collaboration and Leverage Interprofessional Practice
Language: English
Authors: Alyssa R. Boucher (ORCID 0000-0002-5002-0179), Gabrielle Rappolt-Schlichtmann, Emma Hensler
Source: Language, Speech, and Hearing Services in Schools. 2025 56(3):581-597.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Descriptors: Access to Education, Interprofessional Relationship, Educational Cooperation, Teachers, Allied Health Personnel, Speech Language Pathology, Inclusion, Best Practices, Students with Disabilities, Communication Disorders, High School Teachers, High School Students, Guidelines
DOI: 10.1044/2025_LSHSS-24-00142
ISSN: 0161-1461
1558-9129
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478992
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEuo5qxyuG8Pm_kDcEN_6UjAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKmsN0JgZLn_ZWGYWQIBEICBmoTOq7J3S7mp0LDN0Okcz10UFrIhraof36jFQYnMJojG2V8SY0oY7ncAtpkRReybuAHLaF27Ga7TfF8wSctLPKVYVk6gQh8cunGQ_Sh6tnEy4XAXAr1u3o0viN0vNFcd-PIeuhjr4Cfnihgq538aTfD-GeFyhyLRFUWHw9UlXLtyZngbYYBDbiga9purllHzjkuPqmPZ9wKBg00=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1478992
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Universal Design for Learning: A Shared Language to Create a Culture of Collaboration and Leverage Interprofessional Practice
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alyssa+R%2E+Boucher%22">Alyssa R. Boucher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5002-0179">0000-0002-5002-0179</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gabrielle+Rappolt-Schlichtmann%22">Gabrielle Rappolt-Schlichtmann</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Hensler%22">Emma Hensler</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. 2025 56(3):581-597.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Disorders%22">Communication Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2025_LSHSS-24-00142
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0161-1461<br />1558-9129
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1478992
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478992
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00142
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 581
    Subjects:
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Interprofessional Relationship
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Communication Disorders
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Guidelines
        Type: general
    Titles:
      – TitleFull: Universal Design for Learning: A Shared Language to Create a Culture of Collaboration and Leverage Interprofessional Practice
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alyssa R. Boucher
      – PersonEntity:
          Name:
            NameFull: Gabrielle Rappolt-Schlichtmann
      – PersonEntity:
          Name:
            NameFull: Emma Hensler
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0161-1461
            – Type: issn-electronic
              Value: 1558-9129
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Language, Speech, and Hearing Services in Schools
              Type: main
ResultId 1