A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings
Background Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school‐based rehabilitation health professionals (RHPs), there...
Uložené v:
| Vydané v: | Child : care, health & development Ročník 44; číslo 5; s. 670 - 688 |
|---|---|
| Hlavní autori: | , , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
England
Blackwell Publishing Ltd
01.09.2018
|
| Predmet: | |
| ISSN: | 0305-1862, 1365-2214, 1365-2214 |
| On-line prístup: | Získať plný text |
| Tagy: |
Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
|
| Abstract | Background
Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school‐based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech‐language pathology.
Methods
A scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological s, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively.
Results
Inclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech‐language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high‐level empirical research has been conducted within rehabilitation.
Conclusion
This scoping review provides a broad understanding of how RHPs describe and implement UDL‐aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL‐type services. |
|---|---|
| AbstractList | Background: Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school-based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech-language pathology. Methods: A scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological Abstracts, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively. Results: Inclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech-language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high-level empirical research has been conducted within rehabilitation. Conclusion: This scoping review provides a broad understanding of how RHPs describe and implement UDL-aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL-type services. Background Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school‐based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech‐language pathology. Methods A scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological s, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively. Results Inclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech‐language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high‐level empirical research has been conducted within rehabilitation. Conclusion This scoping review provides a broad understanding of how RHPs describe and implement UDL‐aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL‐type services. Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school-based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech-language pathology.BACKGROUNDUniversal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school-based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech-language pathology.A scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological Abstracts, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively.METHODSA scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological Abstracts, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively.Inclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech-language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high-level empirical research has been conducted within rehabilitation.RESULTSInclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech-language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high-level empirical research has been conducted within rehabilitation.This scoping review provides a broad understanding of how RHPs describe and implement UDL-aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL-type services.CONCLUSIONThis scoping review provides a broad understanding of how RHPs describe and implement UDL-aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL-type services. BackgroundUniversal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school‐based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech‐language pathology.MethodsA scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological Abstracts, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively.ResultsInclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech‐language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high‐level empirical research has been conducted within rehabilitation.ConclusionThis scoping review provides a broad understanding of how RHPs describe and implement UDL‐aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL‐type services. Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school-based rehabilitation health professionals (RHPs), there are no studies that synthesize evidence on the use of UDL by RHPs in the school setting. Therefore, the research question for this study is: How is UDL described and implemented in school settings by RHPs? This study specifically examined literature from occupational therapy, physiotherapy, and speech-language pathology. A scoping review was completed to (a) summarize how UDL is described in the rehabilitation literature, (b) summarize the recommended and reported role of RHPs in the delivery of UDL, and (c) identify gaps in the evidence base. CINAHL, Embase, MEDLINE, PsychINFO, Sociological Abstracts, Web of Science, and ERIC electronic databases were searched. Numerical summaries and theoretical thematic analysis were used to describe the data both quantitatively and qualitatively. Inclusion criteria were achieved for 45 of the 3,998 screened documents. Most of the included documents lacked a definition of UDL. Analysis suggested that speech-language pathologists and occupational therapists implement UDL in a variety of ways within the school setting. No physiotherapy literature was found, and limited high-level empirical research has been conducted within rehabilitation. This scoping review provides a broad understanding of how RHPs describe and implement UDL-aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL-type services. |
| Author | Campbell, W. Kennedy, J. Pollock, N. Missiuna, C. Wu, S. Yost, J. |
| Author_xml | – sequence: 1 givenname: J. orcidid: 0000-0003-4162-9705 surname: Kennedy fullname: Kennedy, J. organization: McMaster University – sequence: 2 givenname: C. surname: Missiuna fullname: Missiuna, C. organization: McMaster University – sequence: 3 givenname: N. surname: Pollock fullname: Pollock, N. organization: McMaster University – sequence: 4 givenname: S. surname: Wu fullname: Wu, S. organization: McMaster University – sequence: 5 givenname: J. surname: Yost fullname: Yost, J. organization: Villanova University – sequence: 6 givenname: W. surname: Campbell fullname: Campbell, W. email: campbelw@mcmaster.ca organization: McMaster University |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/29873101$$D View this record in MEDLINE/PubMed |
| BookMark | eNqFkc1u1DAUhS1URKcDC14AWWIDi7T-iT3OshoBRarEBtaW49w0rhw72Emn8x48MB5muqlA3I3l6-8cXd9zgc5CDIDQW0ouaakra4dLysRGvkAryqWoGKP1GVoRTkRFlWTn6CLne1JK1uQVOmeN2nBK6Ar9usbZxsmFO5zgwcEOzxHD4-RjAjzEHV6Ce4CUjccdZHcXcB8T9mBSOGhcPrRtci102IQOu3HyMEKYy73dF8_BtM672cwuBjyA8fOApxR7yLl0jM_YhTLCEKPHGea5uObX6GVfXuDN6VyjH58_fd_eVLffvnzdXt9WlispK9YyLqlSXEFNOpBcWAG9NI3ZCMb73oAlG8lsw1vWNLRT0Dc9EY2yoCgA4Wv04ehbBvq5QJ716LIF702AuGTN6KYu6yM1-z9KBCVSEFUX9P0z9D4u6fDVQilRJiFl-2v07kQt7QidnpIbTdrrp2gKcHUEbIo5J-i1Pa1xTsZ5TYk-hK9L-PpP-EXx8ZniyfRv7Ml95zzs_w3q7fbmqPgN6yC_Rw |
| CitedBy_id | crossref_primary_10_1111_1467_9604_12409 crossref_primary_10_1080_19404158_2025_2470425 crossref_primary_10_1177_0008417421994368 crossref_primary_10_1080_1034912X_2021_1895975 crossref_primary_10_1080_19411243_2023_2168826 crossref_primary_10_3389_feduc_2022_864752 crossref_primary_10_1007_s10648_024_09860_7 crossref_primary_10_1080_1034912X_2024_2329628 crossref_primary_10_1080_19411243_2019_1604289 crossref_primary_10_1080_08856257_2025_2500133 crossref_primary_10_1080_19415257_2023_2203721 crossref_primary_10_1016_j_tate_2022_103956 crossref_primary_10_1111_cch_12712 crossref_primary_10_11124_JBIES_21_00067 |
| Cites_doi | 10.1097/00011363-200404000-00007 10.2182/cjot.2012.79.1.7 10.1186/1471-2474-15-353 10.1044/0161-1461(2006/033) 10.2106/JBJS.N.00245 10.2182/cjot.2012.79.1.6 10.1080/09362835.2016.1196450 10.5014/ajot.55.5.493 10.1055/s-0029-1215717 10.1044/0161-1461(2012/11-0066) 10.1177/0265659015589120 10.1016/j.jcomdis.2007.01.001 10.4135/9781446282236.n30 10.1097/00011363-200504000-00005 10.1186/1748-5908-5-69 10.1016/j.ridd.2012.03.018 10.1097/00011363-199905000-00003 10.2182/CJOT.2012.79.5.5 10.5014/ajot.63.2.160 10.5014/ajot.2014.011585 10.4102/sajce.v5i1.348 10.1080/1364557032000119616 10.1093/geronb/56.1.P60 10.1097/00011363-200504000-00004 10.1080/19411243.2016.1152831 10.1044/0161-1461.3001.83 10.1055/s-0029-1215716 10.1097/01.PHM.0000078200.61840.2D 10.1111/1440-1630.12244 10.5014/ajot.2011.000984 10.1044/sbi15.1.5 10.1002/ltl.37 10.1055/s-0032-1310312 10.1191/1478088706qp063oa 10.1177/0829573512468857 10.1044/0161-1461(2010/09-0088) 10.1177/0265659015585374 10.1044/sbi15.1.26 10.1080/14427591.2001.9686485 10.3389/feduc.2018.00018 10.1177/001316446002000104 10.5014/ajot.60.4.461 10.5014/ajot.46.9.829 10.1097/00011363-200504000-00006 10.1044/0161-1461.3103.280 10.1055/s-0029-1215718 10.1055/s-2008-1079129 10.1177/152574019501700204 10.5014/ajot.2013.008110 10.1044/1058-0360.0901.10 10.1177/15257401060270040501 10.1177/0265659010368749 10.1177/0308022615618218 |
| ContentType | Journal Article |
| Copyright | 2018 John Wiley & Sons Ltd 2018 John Wiley & Sons Ltd. |
| Copyright_xml | – notice: 2018 John Wiley & Sons Ltd – notice: 2018 John Wiley & Sons Ltd. |
| DBID | AAYXX CITATION CGR CUY CVF ECM EIF NPM 7QJ 7X8 |
| DOI | 10.1111/cch.12576 |
| DatabaseName | CrossRef Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed Applied Social Sciences Index & Abstracts (ASSIA) MEDLINE - Academic |
| DatabaseTitle | CrossRef MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) Applied Social Sciences Index and Abstracts (ASSIA) MEDLINE - Academic |
| DatabaseTitleList | MEDLINE - Academic Applied Social Sciences Index and Abstracts (ASSIA) MEDLINE |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Medicine Social Welfare & Social Work |
| EISSN | 1365-2214 |
| EndPage | 688 |
| ExternalDocumentID | 29873101 10_1111_cch_12576 CCH12576 |
| Genre | reviewArticle Journal Article Scoping Review |
| GroupedDBID | --- -W8 .3N .GA .GJ .GO .Y3 04C 05W 07C 0R~ 10A 1OB 1OC 29B 31~ 33P 36B 4.4 41~ 44B 50Y 50Z 51W 51X 52M 52N 52O 52P 52R 52S 52T 52U 52V 52W 52X 53G 5GY 5HH 5LA 5VS 66C 6J9 6PF 702 7PT 8-0 8-1 8-3 8-4 8-5 8F7 8UM 930 A01 A04 AABNI AAESR AAHHS AAHQN AAHSB AAIPD AAKAS AAMNL AANHP AAONW AAOUF AASGY AAWTL AAXRX AAYCA AAZKR ABCQN ABCUV ABDBF ABEML ABIVO ABPVW ABQWH ABSOO ABXGK ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFS ACGOF ACHQT ACMXC ACPOU ACRPL ACSCC ACUHS ACXQS ACYXJ ADBBV ADBTR ADEMA ADEOM ADIZJ ADKYN ADMGS ADNMO ADOJX ADXAS ADZCM ADZJE ADZMN ADZOD AEEZP AEIGN AEIMD AENEX AEQDE AEUQT AEUYR AFBPY AFEBI AFFPM AFGKR AFKFF AFPWT AFWVQ AFYRF AFZJQ AHBTC AHEFC AI. AIACR AIFKG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN ALVPJ AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMSDO BMXJE BNVMJ BQESF BROTX BRXPI BY8 C45 CAG COF CS3 D-6 D-7 D-C D-D DC6 DCZOG DPXWK DR2 DRFUL DRMAN DRSSH DU5 DUUFO EAD EAP EAS EBC EBD EBS ECF ECT EDJ EIHBH EJD EMK ENB ENC ENX EPS EPT ESI ESX EX3 F00 F01 F5P FEDTE FUBAC FZ0 G-S G.N G50 GODZA HF~ HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 KBYEO LATKE LC2 LC3 LEEKS LH- LH4 LITHE LOXES LP6 LP7 LUTES LW6 LYRES MEWTI MK4 MRFUL MRMAN MRSSH MSFUL MSMAN MSSSH MXFUL MXMAN MXSSH N04 N06 N9A NF~ O66 O9- OHT OIG OVD P2P P2W P2Y P2Z P4B P4C PALCI PQQKQ Q.N Q11 QB0 Q~Q R.K RIWAO RJQFR ROL RPD RX1 SAMSI SUPJJ TEORI TUS UB1 VH1 W8V W99 WBKPD WGLLI WH7 WIH WII WIJ WOHZO WOW WQ9 WQJ WRC WSUWO WUP WXI WXSBR XG1 YCJ YF5 YFH YOC YQJ YYQ ZGI ZXP ZZTAW ~IA ~KM ~WP AAMMB AAYXX AEFGJ AEYWJ AGHNM AGQPQ AGXDD AIDQK AIDYY AIQQE CITATION O8X CGR CUY CVF ECM EIF NPM 7QJ 7X8 |
| ID | FETCH-LOGICAL-c3866-2b23618838e40de635c5ef6a9a7523ffaec0762c93b2991d8ef9f0598ce81ee03 |
| IEDL.DBID | DRFUL |
| ISICitedReferencesCount | 19 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000441238000002&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 0305-1862 1365-2214 |
| IngestDate | Sun Nov 23 09:42:25 EST 2025 Sun Nov 09 13:58:11 EST 2025 Mon Nov 10 11:40:42 EST 2025 Mon Jul 21 05:26:38 EDT 2025 Sat Nov 29 03:07:39 EST 2025 Tue Nov 18 22:25:53 EST 2025 Wed Jan 22 16:35:19 EST 2025 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 5 |
| Keywords | inclusion universal design for learning rehabilitation school-based intervention therapist |
| Language | English |
| License | 2018 John Wiley & Sons Ltd. |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c3866-2b23618838e40de635c5ef6a9a7523ffaec0762c93b2991d8ef9f0598ce81ee03 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Review-3 content type line 23 |
| ORCID | 0000-0003-4162-9705 |
| PMID | 29873101 |
| PQID | 2085991087 |
| PQPubID | 36405 |
| PageCount | 19 |
| ParticipantIDs | proquest_miscellaneous_2174186042 proquest_miscellaneous_2051065084 proquest_journals_2085991087 pubmed_primary_29873101 crossref_citationtrail_10_1111_cch_12576 crossref_primary_10_1111_cch_12576 wiley_primary_10_1111_cch_12576_CCH12576 |
| PublicationCentury | 2000 |
| PublicationDate | September 2018 |
| PublicationDateYYYYMMDD | 2018-09-01 |
| PublicationDate_xml | – month: 09 year: 2018 text: September 2018 |
| PublicationDecade | 2010 |
| PublicationPlace | England |
| PublicationPlace_xml | – name: England – name: Oxford |
| PublicationTitle | Child : care, health & development |
| PublicationTitleAlternate | Child Care Health Dev |
| PublicationYear | 2018 |
| Publisher | Blackwell Publishing Ltd |
| Publisher_xml | – name: Blackwell Publishing Ltd |
| References | 2010; 15 2013; 28 2013; 67 2015; 31 2000; 9 2004; 24 2006; 37 2014; 68 2011; 16 2016; 79 2005; 25 2006; 60 2009; 11 2018; 3 2010; 26 2001 2000 1999; 19 2008; 29 2006; 27 2014; 15 2016; 40 2011; 65 1992; 46 2001; 55 2003; 82 1949 2010; 5 1900 2009; 63 2015; 17 2015; 5 1995; 17 2012 2011 2017; 25 2015; 97 2001; 56B 1998 2009 2007 2006 2006; 3 2004 1991 2002 2012; 79 2012; 33 2009; 30 1960; 20 2005; 8 2000; 31 2001; 8 2011; 42 2016; 63 2017 2016 1999; 30 2003; 29 2015 2007; 40 2014 2013 2012; 43 2016; 9 e_1_2_9_75_1 e_1_2_9_52_1 e_1_2_9_50_1 e_1_2_9_73_1 e_1_2_9_79_1 e_1_2_9_10_1 e_1_2_9_35_1 e_1_2_9_56_1 e_1_2_9_77_1 e_1_2_9_33_1 e_1_2_9_54_1 e_1_2_9_90_1 Hall T. E. (e_1_2_9_41_1) 2012 Campbell W. N. (e_1_2_9_16_1) 2016; 40 e_1_2_9_71_1 Dewey J. (e_1_2_9_32_1) 1949 Cahill S. M. (e_1_2_9_13_1) 2006; 3 McKee P. (e_1_2_9_51_1) 1998 Buckwalter J. A. (e_1_2_9_12_1) 2015; 97 e_1_2_9_14_1 e_1_2_9_39_1 e_1_2_9_37_1 e_1_2_9_58_1 e_1_2_9_18_1 e_1_2_9_64_1 Post K. M. (e_1_2_9_65_1) 2011; 16 e_1_2_9_87_1 e_1_2_9_20_1 e_1_2_9_62_1 e_1_2_9_89_1 e_1_2_9_22_1 e_1_2_9_45_1 e_1_2_9_68_1 e_1_2_9_43_1 e_1_2_9_66_1 e_1_2_9_85_1 e_1_2_9_8_1 Townsend E. A. (e_1_2_9_83_1) 2007 e_1_2_9_81_1 e_1_2_9_4_1 e_1_2_9_60_1 Asher A. (e_1_2_9_6_1) 2010; 15 e_1_2_9_26_1 e_1_2_9_49_1 e_1_2_9_28_1 e_1_2_9_30_1 Houghton Mifflin Company (e_1_2_9_42_1) 2004 e_1_2_9_74_1 e_1_2_9_11_1 e_1_2_9_34_1 e_1_2_9_57_1 e_1_2_9_78_1 Klinger L. (e_1_2_9_47_1) 2009; 11 e_1_2_9_76_1 e_1_2_9_91_1 Dewey J (e_1_2_9_31_1) 1900 e_1_2_9_70_1 Meyer A. (e_1_2_9_53_1) 2014 Friedson E (e_1_2_9_38_1) 2001 e_1_2_9_15_1 e_1_2_9_17_1 e_1_2_9_36_1 e_1_2_9_59_1 Rapp W. H. (e_1_2_9_67_1) 2012 e_1_2_9_19_1 e_1_2_9_63_1 e_1_2_9_88_1 Schaeffer J (e_1_2_9_72_1) 2002 e_1_2_9_40_1 e_1_2_9_61_1 e_1_2_9_21_1 e_1_2_9_46_1 e_1_2_9_84_1 Clark G. F. (e_1_2_9_24_1) 2010; 15 e_1_2_9_23_1 e_1_2_9_44_1 e_1_2_9_86_1 e_1_2_9_7_1 e_1_2_9_80_1 e_1_2_9_5_1 e_1_2_9_82_1 e_1_2_9_3_1 e_1_2_9_9_1 Missiuna C. (e_1_2_9_55_1) 2015; 17 e_1_2_9_25_1 e_1_2_9_27_1 e_1_2_9_48_1 e_1_2_9_69_1 e_1_2_9_29_1 |
| References_xml | – year: 2011 – volume: 15 start-page: 8 issue: 14 year: 2010 end-page: 13 article-title: Collaboration in schools: Service providers pulling together as a team publication-title: OT Practice – year: 2009 – volume: 79 start-page: 51 issue: 1 year: 2012 end-page: 59 article-title: 'Support for everyone': Experiences of occupational therapists delivering a new model of school‐based service publication-title: Canadian Journal of Occupational Therapy – volume: 40 start-page: 121 issue: 2 year: 2016 end-page: 132 article-title: Speech‐language pathologists' role in inclusive education: A survey of clinicians' perceptions of universal design for learning publication-title: Canadian Journal of Speech‐Language Pathology and Audiology – volume: 15 start-page: CE1 issue: 1 year: 2010 end-page: CE8 article-title: AOTA continuing education article. Response to intervention & early intervening services: Occupational therapy roles in general education publication-title: OT Practice – volume: 11 start-page: 9 issue: 6 year: 2009 end-page: 12 article-title: Universal design for learning: A novel perspective on school‐based services publication-title: Occupational Therapy Now – volume: 20 start-page: 37 year: 1960 end-page: 46 article-title: A coefficient of agreement for nominal scales publication-title: Educational and Psychological Measurement – year: 2001 – year: 1900 – volume: 9 start-page: 19 issue: 1 year: 2016 end-page: 26 publication-title: Journal of Occupational Therapy, Schools & Early Intervention – volume: 3 year: 2018 article-title: Building bridges between education and healthcare in Canada: How the ICF and UDL frameworks mutually support inclusion of children with special needs in school settings publication-title: Frontiers in Education. – volume: 25 start-page: 106 issue: 2 year: 2005 end-page: 119 article-title: Responsiveness to intervention roles for speech‐language pathologists in the prevention and identification of learning disabilities publication-title: Topics in Language Disorders – volume: 19 start-page: 1 issue: 3 year: 1999 end-page: 18 article-title: An inclusion model for children with language learning disabilities: Building classroom partnerships publication-title: Topics in Language Disorders – year: 2014 – volume: 40 start-page: 513 issue: 6 year: 2007 end-page: 535 article-title: School‐aged children with SLI: The ICF as a framework for collaborative service delivery publication-title: Journal of Communication Disorders – volume: 37 start-page: 284 issue: 4 year: 2006 end-page: 297 article-title: Evidence‐based practice, response to intervention, and the prevention of reading difficulties publication-title: Language, Speech, and Hearing Services in Schools – volume: 30 start-page: 105 issue: 2 year: 2009 end-page: 120 article-title: Response to intervention and English‐language learners: Instructional and assessment considerations publication-title: Seminars in Speech and Language – volume: 24 start-page: 141 issue: 2 year: 2004 end-page: 150 article-title: Communication skills: The foundation for meaningful group intervention in school‐based programs publication-title: Topics in Language Disorders – year: 1998 – volume: 63 start-page: 160 issue: 2 year: 2009 end-page: 171 article-title: Integrating occupational therapy services in a kindergarten curriculum: A look at the outcomes publication-title: American Journal of Occupational Therapy – volume: 15 start-page: 26 issue: 1 year: 2014 end-page: 31 article-title: Collaborative planning using universal design for learning publication-title: Perspectives on School‐Based Issues – volume: 65 start-page: 670 issue: 6 year: 2011 end-page: 678 article-title: Effectiveness of an integrated handwriting program for first‐grade students: A pilot study publication-title: American Journal of Occupational Therapy – volume: 25 start-page: 132 issue: 2 year: 2005 end-page: 147 article-title: Speech–language pathologists' involvement in responsiveness to intervention activities a complement to curriculum‐relevant practice publication-title: Topics in Language Disorders – volume: 63 start-page: 214 year: 2016 end-page: 217 article-title: The expanding relevance of executive functioning in occupational therapy: Is it on your radar? publication-title: Australian Occupational Therapy Journal – volume: 82 start-page: 639 issue: 8 year: 2003 end-page: 652 article-title: It's more than a black box; it's a Russian doll publication-title: American Journal of Physical Medicine and Rehabilitation – year: 2004 – volume: 16 start-page: 12 issue: 4 year: 2011 end-page: 17 article-title: Universal design for learning publication-title: OT Practice – year: 1949 – volume: 26 start-page: 163 issue: 2 year: 2010 end-page: 179 article-title: Supporting students with language learning difficulties in secondary schools through collaboration: The use of concept maps to investigate the impact on teachers' knowledge of vocabulary teaching publication-title: Child Language Teaching & Therapy – volume: 55 start-page: 493 issue: 5 year: 2001 end-page: 500 article-title: Northern initiative for social action: An occupation‐based mental health program publication-title: American Journal of Occupational Therapy – volume: 3 start-page: 7 issue: 1 year: 2006 article-title: Classroom management for kids who won't sit still and other “Bad Apples” publication-title: TEACHING Exceptional Children Plus – volume: 56B start-page: 60 issue: 1 year: 2001 end-page: 63 article-title: Embedding health‐promoting changes into the daily lives of independently‐living older adults: Long‐term follow up of occupational therapy intervention publication-title: Journals of Gerontology: Psychological Sciences – volume: 33 start-page: 1443 issue: 5 year: 2012 end-page: 1452 article-title: Use of the Medical Research Council Framework to develop a complex intervention in pediatric occupational therapy: Assessing feasibility publication-title: Research in Developmental Disabilities – volume: 29 start-page: 155 issue: 2 year: 2008 end-page: 163 article-title: AAC and RTI: Building classroom‐based strategies for every child in the classroom publication-title: Seminars in Speech and Language – volume: 33 start-page: 111 issue: 2 year: 2012 end-page: 129 article-title: Universal design for learning: Speech‐language pathologists and their teams making the common core curriculum accessible publication-title: Seminars in Speech and Language – volume: 17 start-page: 31 issue: 2 year: 1995 end-page: 38 article-title: Effects of collaboration on language performance publication-title: Journal of Children's Communication Development – year: 2015 – volume: 25 start-page: 116 issue: 2 year: 2017 end-page: 138 article-title: Universal design for learning in Pre‐K to Grade 12 Classrooms: A systematic review of research publication-title: Exceptionality – volume: 97 issue: 1–8 year: 2015 article-title: How do you know it is true? Integrity in research and publications publication-title: The Journal of Joint and Bone Surgery – volume: 15 start-page: 5 issue: 1 year: 2014 end-page: 14 article-title: Speech‐language pathologists and inclusive service delivery: What are the first steps? publication-title: Perspectives on School Based Issues – year: 2000 – volume: 31 start-page: 280 issue: 3 year: 2000 end-page: 295 article-title: Facilitating language development for inner‐city children: Experimental evaluation of a collaborative, classroom‐based intervention publication-title: Language, Speech, and Hearing Services in Schools – year: 2016 – volume: 68 start-page: 390 issue: 6 year: 2014 end-page: 398 article-title: Effects of a classroom‐embedded occupational therapist‐teacher handwriting program for first‐grade students publication-title: American Journal of Occupational Therapy – volume: 79 start-page: 41 issue: 1 year: 2012 end-page: 50 article-title: Partnering for change: An innovative school‐based occupational therapy service delivery model for children with developmental coordination disorder publication-title: Canadian Journal of Occupational Therapy – volume: 15 start-page: 353 issue: 1 year: 2014 article-title: A 3‐year school‐based exercise intervention improves muscle strength: A prospective controlled population‐based study in 223 children publication-title: BMC Musculoskeletal Disorders – start-page: 110 year: 2007 – volume: 8 start-page: 16 issue: 2 year: 2001 end-page: 24 article-title: Using the self‐discovery tapestry to explore occupational careers publication-title: Journal of Occupational Science – year: 2012 – volume: 31 start-page: 337 issue: 3 year: 2015 end-page: 346 article-title: Agency as a construct for guiding the establishment of communication‐friendly classrooms publication-title: Child Language Teaching and Therapy – volume: 30 start-page: 90 issue: 2 year: 2009 end-page: 104 article-title: Speech‐language pathologists as primary contributors to response to intervention at the secondary level publication-title: Seminars in Speech and Language – volume: 42 start-page: 152 issue: 2 year: 2011 end-page: 166 article-title: Assessment and treatment of working memory deficits in school‐age children: The role of the speech‐language pathologist publication-title: Language, Speech, and Hearing Services in Schools – volume: 3 start-page: 77 issue: 2 year: 2006 end-page: 101 article-title: Using thematic analysis in psychology publication-title: Qualitative Research in Psychology – volume: 67 start-page: 507 issue: 5 year: 2013 end-page: 514 article-title: Effectiveness of a 10‐week tier‐1 response to intervention program in improving fine motor and visual‐motor skills in general education kindergarten students publication-title: American Journal of Occupational Therapy – volume: 79 start-page: 293 issue: 5 year: 2012 end-page: 302 article-title: Learning together for effective collaboration in school‐based occupational therapy practice publication-title: Canadian Journal of Occupational Therapy – volume: 60 start-page: 461 issue: 4 year: 2006 end-page: 471 article-title: Handwriting instruction in elementary schools publication-title: American Journal of Occupational Therapy – volume: 43 start-page: 474 issue: 4 year: 2012 end-page: 495 article-title: Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: A randomized controlled trial publication-title: Language, Speech, and Hearing Services in Schools – volume: 28 start-page: 43 issue: 1 year: 2013 end-page: 55 article-title: Mental health in schools: Lessons learned from exclusion publication-title: Canadian Journal of School Psychology – volume: 30 start-page: 75 issue: 2 year: 2009 end-page: 89 article-title: Applications of responsiveness to intervention and the speech‐language pathologist in elementary school settings publication-title: Seminars in Speech and Language – year: 2002 – volume: 25 start-page: 120 issue: 2 year: 2005 end-page: 131 article-title: The responsiveness to intervention approach and language impairment publication-title: Topics in Language Disorders – volume: 27 start-page: 221 issue: 4 year: 2006 end-page: 231 article-title: A case study of a collaborative speech‐Language pathologist publication-title: Communication Disorders Quarterly – year: 2006 – volume: 79 start-page: 450 issue: 7 year: 2016 end-page: 453 article-title: Making a case for universal and targeted children's occupational therapy in the United Kingdom publication-title: British Journal of Occupational Therapy – start-page: 475 year: 2014 end-page: 491 – volume: 8 start-page: 19 issue: 1 year: 2005 end-page: 32 article-title: Scoping studies: Towards a methodological framework publication-title: International Journal of Social Research Methodology – volume: 29 start-page: 41 year: 2003 end-page: 47 article-title: The discipline of collaboration publication-title: Leader to Leader – volume: 5 start-page: 19 issue: 1 year: 2015 end-page: 41 article-title: The South African national school curriculum: Implications for collaboration between teachers and speech‐language therapists working in schools publication-title: South African Journal of Childhood Education – year: 2017 – year: 1991 – volume: 5 year: 2010 article-title: Scoping studies: Advancing the methodology publication-title: Implementation Science – volume: 9 start-page: 10 issue: 1 year: 2000 end-page: 20 article-title: A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting publication-title: American Journal of Speech‐Language Pathology – volume: 17 start-page: 13 issue: 3 year: 2015 end-page: 15 article-title: Partnering for change: Embedding universal design for learning into school based occupational therapy publication-title: Occupational Therapy Now – volume: 46 start-page: 829 issue: 9 year: 1992 end-page: 837 article-title: Occupational adaptation: Toward a holistic approach for contemporary practice: Part 1 publication-title: American Journal of Occupational Therapy – volume: 30 start-page: 83 issue: 1 year: 1999 end-page: 91 article-title: Classroom‐based assessment of a collaborative intervention program with kindergarten and first‐grade students publication-title: Language, Speech, and Hearing Services in Schools – volume: 31 start-page: 347 issue: 3 year: 2015 end-page: 362 article-title: The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction publication-title: Child Language Teaching and Therapy – year: 2013 – ident: e_1_2_9_33_1 doi: 10.1097/00011363-200404000-00007 – ident: e_1_2_9_81_1 – ident: e_1_2_9_15_1 doi: 10.2182/cjot.2012.79.1.7 – ident: e_1_2_9_30_1 doi: 10.1186/1471-2474-15-353 – ident: e_1_2_9_46_1 doi: 10.1044/0161-1461(2006/033) – volume: 97 start-page: e2 issue: 1 year: 2015 ident: e_1_2_9_12_1 article-title: How do you know it is true? Integrity in research and publications publication-title: The Journal of Joint and Bone Surgery doi: 10.2106/JBJS.N.00245 – ident: e_1_2_9_57_1 doi: 10.2182/cjot.2012.79.1.6 – ident: e_1_2_9_61_1 doi: 10.1080/09362835.2016.1196450 – ident: e_1_2_9_68_1 doi: 10.5014/ajot.55.5.493 – volume-title: Universal design for learning: Theory and practice year: 2014 ident: e_1_2_9_53_1 – ident: e_1_2_9_35_1 doi: 10.1055/s-0029-1215717 – ident: e_1_2_9_77_1 doi: 10.1044/0161-1461(2012/11-0066) – volume: 15 start-page: CE1 issue: 1 year: 2010 ident: e_1_2_9_24_1 article-title: AOTA continuing education article. Response to intervention & early intervening services: Occupational therapy roles in general education publication-title: OT Practice – ident: e_1_2_9_3_1 doi: 10.1177/0265659015589120 – volume: 40 start-page: 121 issue: 2 year: 2016 ident: e_1_2_9_16_1 article-title: Speech‐language pathologists' role in inclusive education: A survey of clinicians' perceptions of universal design for learning publication-title: Canadian Journal of Speech‐Language Pathology and Audiology – ident: e_1_2_9_17_1 doi: 10.1016/j.jcomdis.2007.01.001 – ident: e_1_2_9_70_1 doi: 10.4135/9781446282236.n30 – ident: e_1_2_9_34_1 doi: 10.1097/00011363-200504000-00005 – ident: e_1_2_9_48_1 doi: 10.1186/1748-5908-5-69 – ident: e_1_2_9_56_1 doi: 10.1016/j.ridd.2012.03.018 – ident: e_1_2_9_75_1 doi: 10.1097/00011363-199905000-00003 – ident: e_1_2_9_4_1 – ident: e_1_2_9_63_1 – ident: e_1_2_9_86_1 doi: 10.2182/CJOT.2012.79.5.5 – ident: e_1_2_9_8_1 doi: 10.5014/ajot.63.2.160 – ident: e_1_2_9_27_1 – volume-title: Teaching everyone: An introduction to inclusive education year: 2012 ident: e_1_2_9_67_1 – volume-title: The school and society year: 1900 ident: e_1_2_9_31_1 – ident: e_1_2_9_20_1 doi: 10.5014/ajot.2014.011585 – ident: e_1_2_9_44_1 – volume: 16 start-page: 12 issue: 4 year: 2011 ident: e_1_2_9_65_1 article-title: Universal design for learning publication-title: OT Practice – ident: e_1_2_9_90_1 doi: 10.4102/sajce.v5i1.348 – ident: e_1_2_9_5_1 doi: 10.1080/1364557032000119616 – ident: e_1_2_9_23_1 doi: 10.1093/geronb/56.1.P60 – ident: e_1_2_9_84_1 doi: 10.1097/00011363-200504000-00004 – ident: e_1_2_9_74_1 doi: 10.1080/19411243.2016.1152831 – ident: e_1_2_9_22_1 – ident: e_1_2_9_37_1 doi: 10.1044/0161-1461.3001.83 – volume-title: Universal design for learning in the classroom year: 2012 ident: e_1_2_9_41_1 – ident: e_1_2_9_71_1 doi: 10.1055/s-0029-1215716 – ident: e_1_2_9_87_1 doi: 10.1097/01.PHM.0000078200.61840.2D – ident: e_1_2_9_28_1 doi: 10.1111/1440-1630.12244 – volume: 3 start-page: 7 issue: 1 year: 2006 ident: e_1_2_9_13_1 article-title: Classroom management for kids who won't sit still and other “Bad Apples” publication-title: TEACHING Exceptional Children Plus – ident: e_1_2_9_19_1 doi: 10.5014/ajot.2011.000984 – ident: e_1_2_9_91_1 doi: 10.1044/sbi15.1.5 – ident: e_1_2_9_50_1 doi: 10.1002/ltl.37 – ident: e_1_2_9_78_1 doi: 10.1055/s-0032-1310312 – ident: e_1_2_9_11_1 doi: 10.1191/1478088706qp063oa – volume-title: Knowing and the known year: 1949 ident: e_1_2_9_32_1 – ident: e_1_2_9_76_1 doi: 10.1177/0829573512468857 – ident: e_1_2_9_14_1 – ident: e_1_2_9_10_1 doi: 10.1044/0161-1461(2010/09-0088) – ident: e_1_2_9_59_1 – ident: e_1_2_9_89_1 doi: 10.1177/0265659015585374 – ident: e_1_2_9_62_1 – ident: e_1_2_9_66_1 doi: 10.1044/sbi15.1.26 – volume-title: Orthotics in rehabilitation: Splinting the hand and body year: 1998 ident: e_1_2_9_51_1 – ident: e_1_2_9_36_1 – volume-title: The American heritage dictionary of the English language year: 2004 ident: e_1_2_9_42_1 – ident: e_1_2_9_54_1 – volume-title: Community and communication in a diverse society year: 2002 ident: e_1_2_9_72_1 – ident: e_1_2_9_52_1 doi: 10.1080/14427591.2001.9686485 – volume: 17 start-page: 13 issue: 3 year: 2015 ident: e_1_2_9_55_1 article-title: Partnering for change: Embedding universal design for learning into school based occupational therapy publication-title: Occupational Therapy Now – ident: e_1_2_9_58_1 – ident: e_1_2_9_82_1 doi: 10.3389/feduc.2018.00018 – ident: e_1_2_9_85_1 – volume: 11 start-page: 9 issue: 6 year: 2009 ident: e_1_2_9_47_1 article-title: Universal design for learning: A novel perspective on school‐based services publication-title: Occupational Therapy Now – ident: e_1_2_9_25_1 doi: 10.1177/001316446002000104 – ident: e_1_2_9_7_1 doi: 10.5014/ajot.60.4.461 – ident: e_1_2_9_21_1 – ident: e_1_2_9_73_1 doi: 10.5014/ajot.46.9.829 – volume: 15 start-page: 8 issue: 14 year: 2010 ident: e_1_2_9_6_1 article-title: Collaboration in schools: Service providers pulling together as a team publication-title: OT Practice – ident: e_1_2_9_79_1 doi: 10.1097/00011363-200504000-00006 – volume-title: Professionalism: The third logic year: 2001 ident: e_1_2_9_38_1 – ident: e_1_2_9_40_1 doi: 10.1044/0161-1461.3103.280 – start-page: 110 volume-title: Enabling occupation II: Advancing an occupational therapy vision for health, well‐being, & justice through occupation year: 2007 ident: e_1_2_9_83_1 – ident: e_1_2_9_49_1 doi: 10.1055/s-0029-1215718 – ident: e_1_2_9_18_1 – ident: e_1_2_9_26_1 – ident: e_1_2_9_39_1 doi: 10.1055/s-2008-1079129 – ident: e_1_2_9_9_1 doi: 10.1177/152574019501700204 – ident: e_1_2_9_60_1 doi: 10.5014/ajot.2013.008110 – ident: e_1_2_9_64_1 – ident: e_1_2_9_80_1 doi: 10.1044/1058-0360.0901.10 – ident: e_1_2_9_69_1 doi: 10.1177/15257401060270040501 – ident: e_1_2_9_29_1 – ident: e_1_2_9_88_1 doi: 10.1177/0265659010368749 – ident: e_1_2_9_43_1 doi: 10.1177/0308022615618218 – ident: e_1_2_9_45_1 |
| SSID | ssj0000640 |
| Score | 2.2978013 |
| SecondaryResourceType | review_article |
| Snippet | Background
Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes... Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of... BackgroundUniversal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes... Background: Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes... |
| SourceID | proquest pubmed crossref wiley |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 670 |
| SubjectTerms | Access to Education Child Children Children with Disabilities - psychology Children with Disabilities - rehabilitation Classrooms Cognitive style Curriculum Delivery of Health Care - methods Delivery of Health Care - trends Education of Persons with Intellectual Disabilities - methods Education of Persons with Intellectual Disabilities - trends Health Personnel Humans inclusion Instructional design Learning Learning Theories Literature Mainstreaming, Education Medical personnel Occupational therapists Occupational therapy Pathology Physical therapists Physiotherapy Professionals Rehabilitation Research methodology Resistance (Psychology) Schools school‐based intervention Speech Speech therapy Speech-language pathologists Speech-language pathology therapist Therapists Therapy Universal design universal design for learning |
| Title | A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fcch.12576 https://www.ncbi.nlm.nih.gov/pubmed/29873101 https://www.proquest.com/docview/2085991087 https://www.proquest.com/docview/2051065084 https://www.proquest.com/docview/2174186042 |
| Volume | 44 |
| WOSCitedRecordID | wos000441238000002&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVWIB databaseName: Wiley Online Library - Journals customDbUrl: eissn: 1365-2214 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0000640 issn: 0305-1862 databaseCode: DRFUL dateStart: 19970101 isFulltext: true titleUrlDefault: https://onlinelibrary.wiley.com providerName: Wiley-Blackwell |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Lb9NAEB61KUJceBQKgVANCCEulvzKei1OVSDqASqEqMjNWq_HELXYVZyA-B_9wZ192ErFQ0jcHGdsT7Tz-Dae-QbghVSVYJSaBHWVhUGakgpymYtA1JzsM6EYQWs7bCI7OZGLRf5hB173vTCOH2L4w814ho3XxsFV2W05uWYziAxc3oW9mO12OoK9Nx_np--2ArHthzQmHUSM3D2xkCnkGS6-no5-wZjXIavNOfM7_6XtXbjtoSYeOdu4BzvU7MPN9_5l-j5MXGsufqbzWq0IX2J_ol2d3YfLIzQtK5za0PW34LpFsiV7hF_bH7hxNR18QWXLQJDxL_opFF9w2ZnTHJNKqlA1FS6_-VJ1_lz-5HtuU4Sj68fEiy2mkA6XDXaWJRQ7svXZ3QM4nb_9NDsO_AyHQCdSiCAuDbuLlImkNKyI4Y2eUi1UrjLeAte1Ih1yPNZ5UnJijCpJdV4z5JOaZEQUJgcwatqGHgGmZaVVJkq2_djwCCoRx5xpEskROpzKbAyv-qUstNfezNk4L_qNDi9CYRdhDM8H0QvH6vE7oUlvD4V37K4wI01Zz9A87tnwNbukec-iGmo3RoYDnUG-6V9kIkMbJDhkjuGhs7VBkziXGaPuiH-QNak_q1jMZsf24PG_iz6BWwz6pKuTm8BovdrQU7ihv6-X3eoQdrOFPPSedAV-dCFI |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Zb9NAEB6VFtG-cJSjgQADQqgvlnzVXku8VIEoiDRCqBV9s9brMUQtdhUnrfgf_GBmD1upOITEW2KP44n2m5lv7TkAXglZJsxSI68qU9-LY5JeJrLESyoO9mkimUErM2winc3E6Wn2cQPedLUwtj9E_8BNW4bx19rA9QPpNStXjINA8-UbsBUzjBjfW28_jU-ma57YFERqTHsBU3fXWUhn8vQXX49Hv5DM65zVBJ3xnf9T9y7cdmQTDy067sEG1btw68i9Tt-FoS3Oxc90XskF4WvsDjSLs_vw4xB10QoHN7QVLrhskEzSHuHX5gpXNquDLyhNIggyA0Y3h-ILzlt9mL1SQSXKusT5N5eszt-L7_yb603C0VZk4sVar5AW5zW2pk8otmQytNsHcDJ-dzyaeG6Kg6d4TRIvLHR_FyEiQbFfEhMcdUBVIjOZ8ia4qiQpnz2yyqKCQ2NQCqqyikmfUCQCIj96CJt1U9MeYFyUSqZJwegPdSdBmYQhx5pIsI_2D0Q6gP1uLXPltNeTNs7zbqvDi5CbRRjAy170wvb1-J3QsANE7ky7zfVQU9bT17d70Z9mo9RvWmRNzUrLsKvT3Df-i0ygGwcl7DQH8MiCrdckzETKvDvgP2Qw9WcV89FoYj48_nfR57A9OT6a5tP3sw9PYIcpoLBZc0PYXC5W9BRuqsvlvF08cwb1E-7EJFA |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Lb9NAEB6VFFVcChRKAykMCCEulvzqei1xqdJGRZSoQlT0Zq13xxBR7ChOQPyP_uDOrh9KxUNI3BxnbE-08_g2nvkG4KVURjBKjbzCJL4Xx6S8VKbCEwUn-0QoRtDaDZtIplN5cZGebcCbrhem4Yfo_3CznuHitXVwmptizcs120Fg8fIt2IztEJkBbB59mJyfrkVi1xBpbdoLGLq3zEK2kqe_-GY--gVk3sSsLulM7v6fuvdguwWbeNhYx33YoHIHtt63r9N3YNQ05-InuizUgvAVdieqxdcHcHWItmmFkxs2HS64rJBc0R7hl-oHrpqqDr7AuEIQZASM7RyKzzir7WmOSjkZVKXB2be2WJ0_5z_5nusk4dh0ZOJ8jSukxlmJteMJxZpchXb9EM4nxx_HJ147xcHTkRTCC3PL7yJlJCn2DTHA0QdUCJWqhDfBRaFI-xyRdRrlnBoDI6lICwZ9UpMMiPxoFwZlVdIeYJwbrRKRs_WHlklQiTDkXBNJjtH-gUyG8Lpby0y32ttJG5dZt9XhRcjcIgzhRS86b3g9fic06gwia127zuxQU9bTt4973n_NTmnftKiSqpWV4VBnsW_8F5nAEgcJDppDeNQYW69JmMqEcXfAP8jZ1J9VzMbjE3fw-N9Fn8HW2dEkO307ffcE7jAClE3R3AgGy8WK9uG2_r6c1YunrT9dA0UQI8s |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=A+scoping+review+to+explore+how+universal+design+for+learning+is+described+and+implemented+by+rehabilitation+health+professionals+in+school+settings&rft.jtitle=Child+%3A+care%2C+health+%26+development&rft.au=Kennedy%2C+J&rft.au=Missiuna%2C+C&rft.au=Pollock%2C+N&rft.au=Wu%2C+S&rft.date=2018-09-01&rft.eissn=1365-2214&rft.volume=44&rft.issue=5&rft.spage=670&rft_id=info:doi/10.1111%2Fcch.12576&rft_id=info%3Apmid%2F29873101&rft.externalDocID=29873101 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0305-1862&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0305-1862&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0305-1862&client=summon |