Writing with Students with Special Needs
Knowing how to teaching students with special needs is vital. It is the norm currently that students with learning disabilities be included in a general education classroom. Children who can be described by the Individual with Disabilities Education Act are divergent learners. This congressional action provides that each state establish procedures to assure that, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that removal of children with disabilities from the regular education environment occurs only when education in regular classes with use of supplementary aids and services cannot be achieved satisfactorily. (Christopher-Gordon, 2001) These classrooms that include the students with special needs are called inclusion classrooms. With inclusion, special educators co-teach in general education classrooms, and all children see them as a resource. Productive learning communities are formed. With the classroom set up this way and all students utilize the extra teacher, resources, and strategies in the classroom; students with special needs are more motivated to use specific strategies when they see that these are the strategies all learners use. (Scala, 2001)
The key to planning your routine lessons plans but correspondingly teaching students with learning disabilities is differentiated instruction. The idea behind differentiated instruction is that a variety of teaching and learning strategies are necessary to meet the range of needs evident in any given classroom. Instructional accommodations typically are defined as supports provided to help students gain full access to class content and instruction, and to demonstrate accurately what they know. Scaffolding is an approach that has been used successfully to support students as they develop problem solving skills. Scaffolding is “forms to support provided by the teacher to help student’s bridge the gap between their current abilities and the intended goals. ( Friend, 2012)
You can start helping students if you take a few minutes to just observe. Notice the student’s behaviors, posture, focus and where their eyes are in the classroom. These things can give an insight on how the student views himself or herself in relation to writing. You should always come up with a plan or strategy on how to help the students with their writing. The plan of action should address the writer as a whole and most certainly begin working with the students areas of strength of mind. (Cruz, 2008)
The problems students face with writing can vary. Particular students might need help with the physical aspects of writing such as holding a pencil, while others cannot focus or just do not fully grasp the concept. There are many strategies that are effective for teaching writing in an inclusion setting such as clusters, KWL charts, outlines, many other graphic organizers, and much more.
A good writing teacher is both a good host and a good bouncer. A writing teacher needs to have a positive inviting demeanor while at the same time maintaining standards. (FleTher, 1998) The most important thing I think in teaching writing is passion and modeling. Model to your students that writing is fun, be passionate when talking about writing. Make writing fun!
Scala, M. (2001). Working together: Reading and writing in inclusive classrooms. Newark, DE.: International Reading Association
Cruz, C. (2008). A quick guide to reaching struggling writers. Heinemann.
Thompkins, G. (2004). 50 literacy strategies step by step. New Jersey: Pearson Upper Saddle River.
Friend, M. (2012). Including students with special needs a practical guide for classroom teachers. (6th ed.). North Carolina: Pearson.
Flether, R. (1998). Craft lessons- teaching writing k-8 . Portland Maine: Stenhouse Pub
Knowing how to teaching students with special needs is vital. It is the norm currently that students with learning disabilities be included in a general education classroom. Children who can be described by the Individual with Disabilities Education Act are divergent learners. This congressional action provides that each state establish procedures to assure that, to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that removal of children with disabilities from the regular education environment occurs only when education in regular classes with use of supplementary aids and services cannot be achieved satisfactorily. (Christopher-Gordon, 2001) These classrooms that include the students with special needs are called inclusion classrooms. With inclusion, special educators co-teach in general education classrooms, and all children see them as a resource. Productive learning communities are formed. With the classroom set up this way and all students utilize the extra teacher, resources, and strategies in the classroom; students with special needs are more motivated to use specific strategies when they see that these are the strategies all learners use. (Scala, 2001)
The key to planning your routine lessons plans but correspondingly teaching students with learning disabilities is differentiated instruction. The idea behind differentiated instruction is that a variety of teaching and learning strategies are necessary to meet the range of needs evident in any given classroom. Instructional accommodations typically are defined as supports provided to help students gain full access to class content and instruction, and to demonstrate accurately what they know. Scaffolding is an approach that has been used successfully to support students as they develop problem solving skills. Scaffolding is “forms to support provided by the teacher to help student’s bridge the gap between their current abilities and the intended goals. ( Friend, 2012)
You can start helping students if you take a few minutes to just observe. Notice the student’s behaviors, posture, focus and where their eyes are in the classroom. These things can give an insight on how the student views himself or herself in relation to writing. You should always come up with a plan or strategy on how to help the students with their writing. The plan of action should address the writer as a whole and most certainly begin working with the students areas of strength of mind. (Cruz, 2008)
The problems students face with writing can vary. Particular students might need help with the physical aspects of writing such as holding a pencil, while others cannot focus or just do not fully grasp the concept. There are many strategies that are effective for teaching writing in an inclusion setting such as clusters, KWL charts, outlines, many other graphic organizers, and much more.
A good writing teacher is both a good host and a good bouncer. A writing teacher needs to have a positive inviting demeanor while at the same time maintaining standards. (FleTher, 1998) The most important thing I think in teaching writing is passion and modeling. Model to your students that writing is fun, be passionate when talking about writing. Make writing fun!
Scala, M. (2001). Working together: Reading and writing in inclusive classrooms. Newark, DE.: International Reading Association
Cruz, C. (2008). A quick guide to reaching struggling writers. Heinemann.
Thompkins, G. (2004). 50 literacy strategies step by step. New Jersey: Pearson Upper Saddle River.
Friend, M. (2012). Including students with special needs a practical guide for classroom teachers. (6th ed.). North Carolina: Pearson.
Flether, R. (1998). Craft lessons- teaching writing k-8 . Portland Maine: Stenhouse Pub