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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