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Engaging Clinicians and Graduate Students in Universal Design for Learning: A Data-Driven Approach

Engaging Clinicians and Graduate Students in Universal Design for Learning: A Data-Driven Approach

As speech-language pathologists (SLPs), we strive to provide inclusive education to support students with diverse abilities. The recent research article, "Engaging Clinicians and Graduate Students in the Design and Evaluation of Educational Resources About Universal Design for Learning," offers valuable insights into creating effective educational resources for SLPs. This blog will summarize key findings from the study and provide actionable steps for practitioners to enhance their skills in Universal Design for Learning (UDL).

Key Findings from the Research

The research, conducted by Tomas et al. (2021), focused on developing educational resources about UDL for speech-language pathology graduate students. The researchers utilized the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model and Diffusion of Innovations (DOI) theory. Here are the main outcomes:

Implementing UDL in Your Practice

Based on the research findings, here are some actionable steps to enhance your practice using UDL principles:

  1. Engage with UDL Resources: Utilize the PowerPoint presentations, case studies, and UDL strategy handouts developed in the study. These materials are designed to be practical and relevant for SLPs.
  2. Collaborate with Educators: Work closely with teachers and other school staff to implement UDL strategies in the classroom. Collaboration ensures that all students receive the necessary support.
  3. Trial and Observe: Apply UDL principles in your sessions and observe the outcomes. Use the feedback to refine your approach and make data-driven decisions.
  4. Continuous Learning: Stay updated with the latest research and best practices in UDL. Engage in professional development opportunities to enhance your knowledge and skills.

Encouraging Further Research

While the study by Tomas et al. provides a solid foundation, further research is needed to evaluate the long-term impact of UDL on student outcomes. Practitioners are encouraged to participate in ongoing research and contribute to the evidence base.

To read the original research paper, please follow this link: Engaging Clinicians and Graduate Students in the Design and Evaluation of Educational Resources About Universal Design for Learning.


Citation: Tomas, V., Solomon, P., Hamilton, J., & Campbell, W. N. (2021). Engaging Clinicians and Graduate Students in the Design and Evaluation of Educational Resources About Universal Design for Learning. Canadian Journal of Speech-Language Pathology and Audiology, 45(1), 59-75. Retrieved from https://cjslpa.ca/files/2021_CJSLPA_Vol_45/No_1/CJSLPA_Vol_45_No_1_2021_1203.pdf
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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