{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,17]],"date-time":"2026-10-17T06:04:52Z","timestamp":1792217092950,"version":"4.4.0"},"reference-count":75,"publisher":"American Speech Language Hearing Association","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Perspect ASHA SIGs"],"published-print":{"date-parts":[[2025,2,10]]},"abstract":"<jats:sec>\n                    <jats:title>Purpose:<\/jats:title>\n                    <jats:p>Opportunities for literacy learning should be made accessible to all. For children with developmental disabilities who are emergent communicators, instruction in language and word reading may not be accessible through traditional practices.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method:<\/jats:title>\n                    <jats:p>Within this clinical focus article, we propose a conceptual model\u2014accessible literacy for emerging communicators (ALEC)\u2014guided by universal design for learning (UDL). UDL provides guidance to make learning accessible by considering all students' needs for engagement, representation, and action and expression. The ALEC model leverages UDL to offer clinical guidance to identify and implement opportunities for language and word reading learning for emerging communicators using augmentative and alternative communication. For emerging communicators with developmental disabilities, applying UDL principles to literacy opportunities includes mapping literacy onto meaningful interactions, providing high-meaning and orthographic representations, and embedding literacy into augmentative and alternative communication technology. We explore this approach clinically, reporting on cases in which we used the approach with three young children on the autism spectrum.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>Based on clinical observation of data collection sessions in which UDL principles were applied to literacy, three participants demonstrated improved engagement compared with other sessions that targeted literacy goals.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion:<\/jats:title>\n                    <jats:p>More research is needed, but our initial exploration showed that, by applying UDL guidelines for access, literacy learning opportunities can be made accessible for children with developmental disabilities who are emerging communicators.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1044\/2024_persp-24-00107","type":"journal-article","created":{"date-parts":[[2024,11,21]],"date-time":"2024-11-21T21:50:56Z","timestamp":1732225856000},"page":"236-248","source":"Crossref","is-referenced-by-count":6,"title":["Accessible Literacy for Emerging Communicators: A Proposed Model and Case Application With Children on the Autism Spectrum"],"prefix":"10.1044","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5026-6849","authenticated-orcid":false,"given":"Tim","family":"DeLuca","sequence":"first","affiliation":[{"name":"Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alyssa","family":"Boucher","sequence":"additional","affiliation":[{"name":"Department of Speech, Language, and Hearing Sciences, Boston University, MA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1057-5599","authenticated-orcid":false,"given":"Christine","family":"Holyfield","sequence":"additional","affiliation":[{"name":"Department of Communication Disorders and Occupational Therapy, University of Arkansas, Fayetteville"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/2372732219839075"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1055\/s-2008-1079124"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434610600807470"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1044\/2020_LSHSS-20-00009"},{"key":"e_1_3_2_6_1","volume-title":"Preparing young children for school","author":"Burchinal M.","year":"2022","unstructured":"Burchinal, M., Krowka, S., Newman-Gonchar, R., Jayanthi, M., Gersten, R., Wavell, S., Lyskawa, J., Haymond, K., Bierman, K., Gonzalez, J. E., McClelland, M. M., Nelson, K., Pentimonti, J., Purpura, D. J., Sachs, J., Sarama, J., Schlesinger-Devlin, E., Washington, J., & Rosen, E. (2022). Preparing young children for school. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https:\/\/ies.ed.gov\/ncee\/wwc\/Docs\/PracticeGuide\/TO4_PRACTICE_GUIDE_Preparing-for-School_07222022_v6.pdf [PDF]"},{"key":"e_1_3_2_7_1","doi-asserted-by":"publisher","DOI":"10.1159\/000534288"},{"key":"e_1_3_2_8_1","unstructured":"CAST. (2018). Universal design for learning guidelines (Version 2.2). http:\/\/udlguidelines.cast.org"},{"key":"e_1_3_2_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-015-9576-x"},{"key":"e_1_3_2_10_1","doi-asserted-by":"publisher","DOI":"10.1044\/2021_LSHSS-20-00123"},{"key":"e_1_3_2_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00342.x"},{"key":"e_1_3_2_12_1","volume-title":"The economic and social cost of illiteracy: A snapshot of illiteracy in a global context","author":"Cree A.","year":"2022","unstructured":"Cree, A., Kay, A., & Steward, J. (2022). The economic and social cost of illiteracy: A snapshot of illiteracy in a global context. World Literacy Foundation."},{"key":"e_1_3_2_13_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434610310001598242"},{"key":"e_1_3_2_14_1","doi-asserted-by":"publisher","DOI":"10.1044\/2021_LSHSS-21-00075"},{"key":"e_1_3_2_15_1","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.411"},{"key":"e_1_3_2_16_1","doi-asserted-by":"publisher","DOI":"10.1080\/10888438.2013.819356"},{"key":"e_1_3_2_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/mbe.12073"},{"key":"e_1_3_2_18_1","doi-asserted-by":"publisher","DOI":"10.1055\/s-2008-1079125"},{"key":"e_1_3_2_19_1","first-page":"313","volume-title":"Hand-book of child psychology, theoretical models of human development","author":"Fischer K. W.","year":"2006","unstructured":"Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon & R. M. Lerner (Eds.), Hand-book of child psychology, theoretical models of human development (6th ed., Vol. 1, pp. 313\u2013399). Wiley.","edition":"6"},{"key":"e_1_3_2_20_1","doi-asserted-by":"publisher","DOI":"10.1177\/074193258600700104"},{"key":"e_1_3_2_21_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434618.2023.2283846"},{"key":"e_1_3_2_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.edurev.2019.100306"},{"key":"e_1_3_2_23_1","volume-title":"Universal design for learning in the classroom: Practical applications","author":"Hall T. E.","year":"2012","unstructured":"Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical applications. Guilford."},{"key":"e_1_3_2_24_1","volume-title":"Differentiated instruction and implications for UDL implementation","author":"Hall T.","year":"2004","unstructured":"Hall, T., Vue, G., Strangman, N., & Meyer, A. (2004). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. http:\/\/www.cast.org\/products-services\/resources\/2003\/ncac-differentiated-instruction-udl"},{"key":"e_1_3_2_25_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0885-2006(99)00038-1"},{"key":"e_1_3_2_26_1","doi-asserted-by":"publisher","DOI":"10.1037\/edu0000082"},{"key":"e_1_3_2_27_1","doi-asserted-by":"publisher","DOI":"10.1080\/09638280412331280334"},{"key":"e_1_3_2_28_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434618.2019.1704866"},{"key":"e_1_3_2_29_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434618.2019.1686538"},{"key":"e_1_3_2_30_1","doi-asserted-by":"publisher","DOI":"10.1044\/2017_AJSLP-15-0197"},{"key":"e_1_3_2_31_1","doi-asserted-by":"publisher","DOI":"10.1044\/2023_AJSLP-23-00224"},{"key":"e_1_3_2_32_1","doi-asserted-by":"publisher","DOI":"10.1044\/2023_AJSLP-22-00255"},{"key":"e_1_3_2_33_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434618.2023.2266025"},{"key":"e_1_3_2_34_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00401799"},{"key":"e_1_3_2_35_1","doi-asserted-by":"publisher","DOI":"10.1177\/0741932518773154"},{"key":"e_1_3_2_36_1","doi-asserted-by":"publisher","DOI":"10.1111\/jppi.12290"},{"key":"e_1_3_2_37_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434610701390673"},{"key":"e_1_3_2_38_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.12866"},{"key":"e_1_3_2_39_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434618.2020.1737964"},{"key":"e_1_3_2_40_1","first-page":"427","volume-title":"Augmentative and alternative communication: Supporting children and adults with complex communication needs","author":"Light J.","year":"2020","unstructured":"Light, J., & McNaughton, D. (2020). Literacy intervention for individuals with complex communication needs. In D. Beukelman & P. Mirenda (Eds.), Augmentative and alternative communication: Supporting children and adults with complex communication needs (pp. 427\u2013481). Brookes."},{"key":"e_1_3_2_41_1","volume-title":"Design of transition to literacy (T2L) decoding feature","author":"Light J.","year":"2019","unstructured":"Light, J., McNaughton, D., & Jakobs, E. (2019). Design of transition to literacy (T2L) decoding feature. RERC on AAC: Rehabilitation Engineering Research Center on Augmentative and Alternative Communication. https:\/\/rerc-aac.psu.edu\/design-of-t2l-decoding-feature\/"},{"key":"e_1_3_2_42_1","unstructured":"Light J. McNaughton D. Jakobs T. & Hershberger D. (2014). Investigating AAC technologies to support the transition from graphic symbols to literacy. RERC on AAC: Rehabilitation Engineering Research Center on Augmentative and Alternative Communication. https:\/\/rerc-aac.psu.edu\/research\/r2-investigating-aac-technologies-to-support-the-transition-from-graphic-symbols-to-literacy\/"},{"key":"e_1_3_2_43_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434619312331276371"},{"key":"e_1_3_2_44_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-018-3817-1"},{"key":"e_1_3_2_45_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-020-09584-4"},{"key":"e_1_3_2_46_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194030360040701"},{"key":"e_1_3_2_47_1","doi-asserted-by":"publisher","DOI":"10.1080\/10409280701838603"},{"key":"e_1_3_2_48_1","volume-title":"Report of the National Reading Panel: Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction","author":"National Reading Panel & National Institute of Child Health and Human Development","year":"2000","unstructured":"National Reading Panel & National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development."},{"key":"e_1_3_2_49_1","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.66"},{"key":"e_1_3_2_50_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-012-9390-7"},{"key":"e_1_3_2_51_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-014-9531-2"},{"key":"e_1_3_2_52_1","doi-asserted-by":"publisher","DOI":"10.1044\/2020_JSLHR-19-00288"},{"key":"e_1_3_2_53_1","doi-asserted-by":"publisher","DOI":"10.1044\/2018_JSLHR-L-17-0132"},{"key":"e_1_3_2_54_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.98.3.554"},{"key":"e_1_3_2_55_1","doi-asserted-by":"publisher","DOI":"10.1080\/07434619712331277958"},{"key":"e_1_3_2_56_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.appdev.2019.101067"},{"key":"e_1_3_2_57_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.131.4.592"},{"key":"e_1_3_2_58_1","doi-asserted-by":"publisher","DOI":"10.1177\/10534512030390020401"},{"key":"e_1_3_2_59_1","doi-asserted-by":"publisher","DOI":"10.1044\/2019_AJSLP-19-0017"},{"key":"e_1_3_2_60_1","doi-asserted-by":"publisher","DOI":"10.1080\/03601270490266257"},{"key":"e_1_3_2_61_1","volume-title":"Teaching every student in the digital age: Universal design for learning","author":"Rose D. H.","year":"2002","unstructured":"Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development."},{"key":"e_1_3_2_62_1","volume-title":"A practical reader in universal design for learning","author":"Rose D. H.","year":"2006","unstructured":"Rose, D. H., & Meyer, A. (Eds.). (2006). A practical reader in universal design for learning. Harvard Education Press."},{"key":"e_1_3_2_63_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-9817.12087"},{"key":"e_1_3_2_64_1","doi-asserted-by":"publisher","DOI":"10.1177\/17470218221102916"},{"key":"e_1_3_2_65_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10882-015-9452-2"},{"key":"e_1_3_2_66_1","doi-asserted-by":"publisher","DOI":"10.1177\/1525740115601643"},{"key":"e_1_3_2_67_1","first-page":"25","volume-title":"Exemplary practices for beginning communicators: Implications for AAC","author":"Siegel E.","year":"2002","unstructured":"Siegel, E., & Cress, C. (2002). Overview of the emergence of early AAC behaviors: Progression from communicative to symbolic skills. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 25\u201357). Brookes."},{"key":"e_1_3_2_68_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.sbspro.2015.07.172"},{"key":"e_1_3_2_69_1","first-page":"163","volume-title":"Communicative competence for individuals who use AAC: From research to effective practice","author":"Smith M. M.","year":"2003","unstructured":"Smith, M. M., & Grove, N. C. (2003). Asymmetry in input and output for individuals who use AAC. In J. C. Light, D. R. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC: From research to effective practice (pp. 163\u2013195). Brookes."},{"key":"e_1_3_2_70_1","doi-asserted-by":"publisher","DOI":"10.1080\/02702711.2021.1888348"},{"key":"e_1_3_2_71_1","doi-asserted-by":"publisher","DOI":"10.1177\/0265659020947817"},{"key":"e_1_3_2_72_1","doi-asserted-by":"publisher","DOI":"10.1080\/10888438.2019.1643868"},{"key":"e_1_3_2_73_1","doi-asserted-by":"publisher","DOI":"10.3102\/0034654317749187"},{"key":"e_1_3_2_74_1","volume-title":"Differentiated classroom: Responding to the needs of all learners","author":"Tomlinson C. A.","year":"2014","unstructured":"Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD."},{"key":"e_1_3_2_75_1","doi-asserted-by":"publisher","DOI":"10.1111\/jppi.12332"},{"key":"e_1_3_2_76_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10643-015-0719-0"}],"container-title":["Perspectives of the ASHA Special Interest Groups"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/pubs.asha.org\/doi\/pdf\/10.1044\/2024_PERSP-24-00107","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,2,10]],"date-time":"2025-02-10T14:48:19Z","timestamp":1739198899000},"score":1,"resource":{"primary":{"URL":"https:\/\/pubs.asha.org\/doi\/10.1044\/2024_PERSP-24-00107"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,2,10]]},"references-count":75,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2025,2,10]]}},"alternative-id":["10.1044\/2024_PERSP-24-00107"],"URL":"https:\/\/doi.org\/10.1044\/2024_persp-24-00107","relation":{},"ISSN":["2381-4764","2381-473X"],"issn-type":[{"value":"2381-4764","type":"print"},{"value":"2381-473X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,2,10]]}}}