Thursday, March 29
3:20-3:40 PM

Universal Design for Learning (UDL) in Blended Instruction of Graduate Students in an Augmentative and Alternative Communication (AAC) Course

Best Practices ID: 51800
  1. aaa
    Elizabeth Dalton
    University of Rhode Island; Dalton Education Services International

Abstract: Blended learning in higher education is proven to have positive outcomes in many situation and for various populations. The development of an effective blended course in augmentative and alternative communication, using UDL principles and guidelines, demonstrates that blended learning offers broad opportunities for incorporation across university programs, including program with clinical requirements. Leveraging diverse f2f and online materials, methods, and means of assessment supports flexibility and variation in instruction, and results in increased student satisfaction and growth. Engaging, multisensory materials and resources offer students different learning options and offer instructors opportunities to implement the Universal Design for Learning core principles – Multiple means of representation, action and expression, and engagement Paired with f2f hands-on experiences, online learning can enrich assistive technology instruction The author presents a best practice model for blended-learning instruction in augmentative and alternative communication for graduate speech language pathology students, focusing on learning strategies and techniques, instructional issues and solutions, courseware components, and learning outcomes

Presider: Kathleen Vigil, Marist College


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