INTRODUCTION

  • The article discusses high-quality writing instruction for students with developmental disabilities (DD).

  • The Enriched Writers’ Workshop combines various instructional strategies to address complex writing needs.

  • This approach considers modifications for students with developmental disabilities while referencing U.S. Common Core State Standards (CCSS).

TARGET POPULATIONS

  • Appropriate populations include:

    • Students with autism spectrum disorders (ASD)

    • Students with intellectual developmental disabilities (IDD)

    • Students with complex communication needs (CCN) requiring augmentative and alternative communication (AAC) supports.

FRAMEWORK OF INSTRUCTION

  • The Enriched Writers’ Workshop framework:

    • Combines differentiated instruction in the writing process with social communication instruction and cognitive strategy instruction.

    • Targeted skills include effective self-expression through writing.

  • Illustrative examples come from pilot implementations in special education classrooms.

STUDENT CASE EXAMPLES

  • Case examples of three students demonstrate the application of the framework, illustrating an increase in writing skills and social communication outcomes.

HISTORICAL CONTEXT

  • Historically, writing for students with DD has focused on functional skills (e.g., tracing, copying).

  • The shift to a more inclusive approach is necessary for their development.

WRITING INSTRUCTION CHALLENGES

  • Challenges faced by students with DD writing abilities include:

    • Cognitive and language limitations

    • Difficulty with essential writing features (e.g., spelling, vocabulary, syntax).

    • External barriers (e.g., limited life experiences, instructional inadequacies).

CURRENT RESEARCH

  • Research indicates that systematic instruction can positively impact writing for students with DD:

    • Students with IDD can benefit from effective writing instruction similar to their peers.

    • Cognitive strategy instruction can improve the writing abilities of students with learning difficulties.

COMMON CORE STATE STANDARDS (CCSS)

  • The CCSS defined expectations for writing across grade levels, ensuring alignment with educational policies.

  • The standards emphasize the importance of accommodating diverse needs in assessments and instruction.

  • Students with DD should receive systematic and challenging educational opportunities to foster growth.

ENRICHED WRITERS’ WORKSHOP APPROACH

  • Combines traditional Writers’ Workshop methods with cognitive strategies:

    • Social interaction theory (Vygotsky).

    • Cognitivist theory (i.e., metacognition, goal setting).

  • Encourages students to share and engage in the writing process collaboratively.

  • Supported by structured instruction methods including:

    • Mini-lessons

    • Independent writing sessions

    • Author’s Chair for sharing work.

INSTRUCTIONAL COMPONENTS

Mini-lessons

  • Mini-lessons should be tailored to address specific writing and communication skills:

    • E.g., “Brainstorming topics,” “Fearless speller.”

  • Focus on strategy descriptions, goals discussion, and teacher modeling during lessons.

Independent Writing

  • Students choose self-selected topics for writing, promoting motivation and interest.

  • Facilitation through supportive tools like photo images instead of drawing, particularly for students unable to draw.

Author’s Chair

  • A designated time for authorship celebration where students share their written works with others.

  • Key elements: decorated chair, communication tools, and opportunities for audience engagement (e.g., questions, comments).

INDIVIDUAL STUDENT SUPPORTS

IEP Goals

  • Individual Education Plans should be developed based on both CCSS and specific student support needs.

  • Goals can target production of informative texts using varying modalities (drawing, dictating, writing).

Instructor Scaffolding

  • Scaffolding varies based on individual-level needs, gradually reducing support.

  • Instructors should provide prompts and assistance as necessary, fostering independence over time.

Writing and Communication Tools

  • A range of tools is provided for writing including:

    • Pencils, keyboards, AAC devices, and more.

    • Supports are documented in Individual Student Tip Sheets for consistent use.

PROGRESS MONITORING

Writing Outcomes

  • Outcomes monitored using:

    • Developmental Writing Scale (DWS) for writing growth.

    • Measures of intelligible words, vocabulary diversity, topic uniqueness, and genre diversity.

Communication Outcomes

  • Communication development measured through:

    • Initiated comments/questions during workshops.

    • Engagement in conversation with peers/authors during sharing times.

MEET THE AUTHOR EVENT

  • An annual event to celebrate student authorship, showcasing their writing and communication growth.

  • Includes creating biographical posters and sharing pieces during Author’s Chair.

CONCLUSIONS AND IMPLICATIONS

  • The Enriched Writers’ Workshop has proven effective for diverse learners with DD.

  • Positive expectations and attitudes among teachers and peers significantly enhance students’ motivation and self-image as writers.

REFERENCES

  • Numerous references related to teaching strategies, writing research, and instructional methodologies are provided at the end of the article, acknowledging foundational works that support the Enriched Writers’ Workshop approach.