NYSTCE Students with Disabilities (060) Book + Online by Springer Ken;Baillargeon Ann Monroe;Chamblin Michelle;Chamblin Michelle;

Author:Springer, Ken;Baillargeon, Ann Monroe;Chamblin, Michelle;Chamblin, Michelle;
Language: eng
Format: epub
Publisher: Research & Education Association
Published: 2016-08-15T00:00:00+00:00

Writing

An effective approach to literacy instruction will always provide students with opportunities to read and write, as the development of reading and writing are intertwined and support each other. This section touches on explicit, systematic instruction in writing that focuses on four areas: mechanics, orthography, content, and process.

Mechanics

The mechanics of writing include the coordinated physical actions required to create text. During the early stages of writing instruction, students learn the following skills:

•good posture

•proper location of paper

•correct pencil grip

•letter formation

Orthography

As noted in Chapter 3, orthography is the representation of oral language by means of writing. Through instruction in writing, students learn orthographic rules in the following areas:

•orientation of text

•spelling

•capitalization

•punctuation

Content

The content of writing becomes important as students learn about the characteristics of difference genres and the importance of considering one’s audience and purpose when creating a text. Elements of content that become increasingly important in writing instruction are the following:

•word choice

•sentence and paragraph construction

•organization

•clarity

Process

Writing instruction considers not only the form and content of a text but also the process by which it is written. Students learn about each of the following stages in the creation of a final written product:

•planning

•drafting

•editing

•revising

Writing Instruction

Effective writing instruction includes the following elements:

•explicit, systematic instruction in necessary skills

•opportunities to engage in meaningful writing

•instruction in the use of technology for writing

•integration of writing activities with content instruction

Attitudes and Literacy

It is important for teachers to not only promote reading and writing but to also foster a positive attitude toward literacy and an appreciation of written expression among their students. When a student seems reluctant to read and/or write, the teacher should consider the source of the student’s reluctance. The following are some of the many possibilities:

•The student has poor literacy skills, or a disability specifically related to reading or writing, so that engaging in these activities is a perpetual struggle.

•The student has a visual impairment, or some other problem that is not specific to literacy, but which makes the experience of reading or writing difficult and unpleasant.

•The student has low self-confidence, or low self-efficacy with respect to reading or writing, so that the student believes he/she will not make progress in these areas.

•The student thinks of literacy activities as compulsory and class-specific, and is not aware yet that reading can be informative and rewarding, or that writing can be a satisfying and useful form of expression.

PI (g): Evidence-based explicit and systematic instruction and intervention in mathematics for students with disabilities

This section touches on some of the instructional methods that have been shown to be most effective for teaching mathematics and supporting the integration of math across the general education curriculum.

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