Writing Instruction for Students with Disabilities Part 1

Three research-based strategies that focus on individual needs during writing instruction are using strategic integration, mediated scaffolding, and judicious review. Strategic integration means integrating specific, naturally grouped concepts in order to provide a holistic view of writing. This promotes a focus on big ideas according to Coyne et al. (2011). Mediated scaffolding should be offered according to students’ individual needs. An example given by Harris & Graham (2007), is that of providing direct instruction to target one step in the strategy using modeling, reminders, additional opportunities for practice, corrective feedback, and extra positive reinforcement.

In order to support the implementation of strategies for Students with Intellectual Disabilities  (IND) or Students with Autism Spectrum Disorders (ASD), teachers may need to provide assistive technology, have a system for providing dictation, and provide space within the classroom and opportunities for collaboration (CEC, 2011). Modifications may also be required to make the assignment accessible. Depending on the intellectual or academic abilities of the students these supports may be needed in order to successfully participate in the writing activities. Students with Specific Learning Disabilities (SLD) may benefit from extra positive feedback and opportunities with space to collaborate. Use of the Self-Regulated Strategy Development (SRSD) is a research-based model that includes these elements. It is an effective model that includes strategies aimed at supporting student (Harris & Graham, 2007). Procedures should be posted and used in the daily writing routine. A highly structured, predictable routine will ensure smooth transitions and success.

Students with Emotional and Behavioral Disorders (EBD) may receive important benefits from the inclusion of quick writing tasks at the beginning, middle or end of their writing process lessons. The potential benefits include opportunities to make connections related to the writing process, practice for formal assessments, demonstrate content learning, strengthen fluency and quality, and increase attention to task (Mason, Kubina, Valasa, and Kramer, 2010)

Coyne, M., Kame’enui, E., and Carnine, D. (2011). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearso  n Education, Inc.

Harris, K & Graham S. (2007). Self-Regulated Strategy Development: A Validated Model to Support Students Who Struggle with Writing. Learning Disabilities: A Contemporaty Journal 5(1) 1-20. Retrieved from www.library.waldenu.edu

Mason L., Kubina, R, Valasa, L., and Cramer, A. (2010). Evaluating effective writing instruction for adolescent students in an emotional and behavior support setting. Behavioral Disorders 35(2). Retrieved from www.library.waldenu.edu

Council for Exceptional Children (2011). Strengthening the second “R”: instructional approaches that Improve Written Performance. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?

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Teaching Beginning Reading Skill to Students With Disabilities

Basics in Teaching Reading to Close Achievement Gaps

In teaching beginning reading skills to students with disabilities our ultimate goal is to equip them with the prerequisites that are necessary to engage and succeed in reading comprehension. It is important to be guided by the essential big ideas and match the students’ learning needs with the instruction. Coyne, Kame’enui, and Carnine (2011) reported that learning to read in the primary grades carry significant benefits for cognitive development and school success. The groundwork is laid for successfully engaging in a variety of texts. The big ideas that need to be taught are phonological awareness, alphabetic principle, and fluency. Deliberate and conspicuous strategies must be taught to help students become independent readers. This begins with choosing or developing adjusting the resources needed for teaching the specific skills. Scaffolding, connecting known skills with more complex skills, and providing ample review are also essential parts of the teaching process.

Teaching reading for content requires that the beginning reading skills be used to facilitate comprehension. Once students master the basic reading skills, they can be taught specialized strategies that will strengthen their reading comprehension abilities. Strategies should be taught to support readers before, during, and after reading. Some of the strategies that should be taught for use before reading are to review vocabulary words using mind mapping, identifying text structure, and making predictions about the theme after previewing the text. Some strategies for use during reading are questioning, identifying main ideas of paragraphs, and gauging comprehension to fix as needed (Berkeley, Scruggs, and Mastropieri, 2009). Finally, students should be taught strategies to use after reading as a part of good reading habits. These strategies include summarizing, retelling, and evaluating.

Each strategy should be taught explicitly by introducing the steps and scaffolding for retention. Offering opportunities for judicious review will solidify the strategies and help develop them as part of a repertoire of good reading habits. These reading instructional strategies were outlined in the study conducted by Graves, Brandon, Duesbery, McIntosh, and Pyle (2011), Using the criteria for research-based practices, it was determined that the strategies detailed in this study work to support students in becoming strategic, successful readers.

Coyne, M., Kame’enui, E., and Carnine, D. (2011). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson Education, Inc.
For any specific questions, contact me at sfesped@gmail.com