Presenter(s)

• Rachel Krahn, Student, University of Western Ontario
• Colin King, Director, Child and Youth Development Clinic, Western University

Abstract

This study explored how recommendations from psychoeducational assessment reports align with the Universal Design for Learning (UDL) framework, how they are distributed across levels of application, and what patterns emerge in their framing. Using a qualitative content analytic approach, 754 recommendations drawn from 20 psychoeducational reports from a Canadian university-based psychology clinic were analyzed. Findings revealed that while the majority of recommendations aligned with at least one UDL checkpoint, alignment was uneven across the framework. Recommendations were also primarily student-specific in application and adult-directed in framing. These findings may have implications for school psychologists seeking to bridge clinical assessment with broader classroom-level inclusive planning and promote more equitable approaches to student support.