Collaborative Planning Using Universal Design for Learning 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
Article  |   March 01, 2014
Collaborative Planning Using Universal Design for Learning
Author Affiliations & Notes
  • Patti Kelly Ralabate
    CAST, Inc., Wakefield, MA
  • Rachel Currie-Rubin
    CAST, Inc., Wakefield, MA
  • Alyssa Boucher
    CAST, Inc., Wakefield, MA
  • Jennifer Bartecchi
    CAST, Inc., Wakefield, MA
  • Disclosure: Financial: Patti Ralabate is Director of Implementation for CAST, Inc., Wakefield, Massachusetts; Rachel Currie-Rubin is a Researcher at Carroll School in Lincoln, Massachusetts; Alyssa Boucher is an Associate Research Scientist for CAST, Inc. and Jennifer Bartecchi is a recent graduate of Harvard’s Mind, Brain and Education Program and a member of CAST’s UDL Cadre.
    Disclosure: Financial: Patti Ralabate is Director of Implementation for CAST, Inc., Wakefield, Massachusetts; Rachel Currie-Rubin is a Researcher at Carroll School in Lincoln, Massachusetts; Alyssa Boucher is an Associate Research Scientist for CAST, Inc. and Jennifer Bartecchi is a recent graduate of Harvard’s Mind, Brain and Education Program and a member of CAST’s UDL Cadre.×
  • Nonfinancial: Ralabate and Currie-Rubin have previously published on the topic of UDL. Boucher and Bartecchi have no nonfinancial interests to disclose.
    Nonfinancial: Ralabate and Currie-Rubin have previously published on the topic of UDL. Boucher and Bartecchi have no nonfinancial interests to disclose.×
Article Information
School-Based Settings / Attention, Memory & Executive Functions / Articles
Article   |   March 01, 2014
Collaborative Planning Using Universal Design for Learning
SIG 16 Perspectives on School-Based Issues, March 2014, Vol. 15, 26-31. doi:10.1044/sbi15.1.26
SIG 16 Perspectives on School-Based Issues, March 2014, Vol. 15, 26-31. doi:10.1044/sbi15.1.26

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.

Become a SIG Affiliate
Pay Per View
Entire SIG 16 Perspectives on School-Based Issues content & archive
24-hour access
This Issue
24-hour access
This Article
24-hour access
We've Changed Our Publication Model...
The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups.