Thinking Beyond K-12: AAC Use in Post-Secondary Studies and the Argument for Universal Design for Learning (UDL)
In this session, participants explored enhancing support for AAC users in higher education through Universal Design for Learning (UDL). They discovered how to adapt mobile technologies and learning management systems to offer diverse participation options. By embracing UDL, higher education can move beyond the medical model, accommodate diversity, and promote equity and inclusion.
Presented by
Kathryn Helland, MS, CCC-SLP, is a clinical instructor in the Department of Communication Sciences and Disorders and a doctoral candidate. Before joining the department, Kathryn worked at Temple's Institute on Disabilities, where she provided augmentative and alternative communication (AAC) services. She evaluated non-speaking adults and children receiving early intervention services. Kathryn helped to create online preservice training materials to support the education of speech pathology students on the topic of AAC. Kathryn's areas of specialization include autism and the use of AAC in post-secondary educational settings. She is working on a doctorate in higher education and plans to study the impact of the need to request accommodations, under the ADA, on students with complex communication needs. Kathryn receives a salary from Temple University.
Built for you
Who this course is for
Every minute is written for working clinicians, educators, and families. You walk away with real-world tools to try with your next learner, not abstract theory.
Speech-Language Pathologists
Adult-Service Clinicians
Transition Specialists
Family Members
After this course
What you’ll walk away with.
You leave with concrete skills and frameworks you can apply in your next session, classroom, or family visit, not just ideas to think about later.
Earn your CEUs
Attend the full course and pass the post-session assessment at 80% or higher. Your 0.1 ASHA CEUs are reported to ASHA when you opt in on the assessment.
- 01
You’ll be able to
Identify three ways in which high tech AAC may interface with university learning management systems (LMSs) Learners will identify three barriers to successful entrance to college for AAC users Learners will identify three ways in which the implementation of Universal Design for Learning (UDL) in higher education may increase equity for AAC users in higher education.
The full 1 hour
Your learning path.
- 1
The history of disabilities in higher education
15 minutes - 2
The role of the ADA and the system of accommodations
15 minutes - 3
What is UDL and how could this apply to the use of AAC in higher education?
10 minutes - 4
Changes in technologies for AAC and higher education
10 minutes - 5
UDL and the university learning management system
5 minutes - 6
Continued barriers to access
5 minutes
Earn ASHA CEUs in three steps
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Pass the assessment
Complete the short post-course assessment with 80% or higher to confirm mastery.
CEUs reported to ASHA
Choose to be reported on the assessment and your 0.1 ASHA CEUs are filed to ASHA for you. No paperwork, no chasing certificates.
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