how to teach writing to special education students

Effective writing instruction for students with learning problems

by: The GreatSchools Editorial Team | Updated: November 20, 2022

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Writing is both a social and a cognitive process. In the world outside the classroom, people write to communicate with an audience, drawing on their knowledge of content and writing, strategies for planning and revising, and basic writing skills. In a previous article , I discussed writing development and disabilities in terms of five components:

• the social context for writing
• the writer’s knowledge
• planning processes
• text production
• evaluation and revision
• self-regulation

In this article, I will outline components of effective writing instruction, to help parents assess the quality of instruction in their child’s classroom. The goals of good writing instruction for students with disabilities are the same as those for all students.  All students need to develop their knowledge about the purposes and forms of writing, basic writing skills, strategies for planning and evaluating their work, and motivation. However, struggling writers need more support and more intensive, explicit instruction in skills and strategies.

A high-quality writing program will provide a balance between opportunities for children to engage in writing that is meaningful to them, and to receive explicit instruction in the skills and strategies they need to become proficient writers. Development of the self-regulation strategies and motivation needed for independent writing are also important. The writing classroom should provide:

• a context for regular, meaningful writing
• instruction in handwriting, spelling, and sentence formation, as needed
• instruction in strategies for planning, revising, and self-regulation during the writing process
• attention to development of motivation for writing
• use of technology to support the writing process (this important topic will be addressed separately in a future article)

Context for regular, meaningful writing

The foundation of an effective writing program is the opportunity for frequent writing on meaningful tasks that have an audience and purpose. This principle is at the heart of the Writers’ Workshop approach used widely over the past 20 years. 1 When children have a regular time to write, see their writing tasks as meaningful, and get responses to their writing from peers, teachers, and others, they are motivated to write and come to understand the purposes and value of writing.

Consider, for example, the contrast between learning persuasive writing in order to master the five-paragraph essay format, and learning persuasive writing in order to argue a point of view in a social studies debate. Or consider the difference between writing a story that only the teacher reads and grades, and reading your story to your peers in class or publishing it in a class magazine for parents.

Writing for real purposes makes writing far more enjoyable. Furthermore, it helps students to understand the reasons behind the various forms of writing. For example, they learn that persuasive writing needs to consider the possible objections of the readers. And the opportunity to read their stories to the class gives them direct feedback on what features made it entertaining.

It is sometimes a challenge for teachers to design opportunities for students to publish and share their writing with audiences.  Fellow students in the class are the most common audience — always available to provide responses in peer conferences or class readings. Many teachers have students create class magazines or write books for the class library.  Some teachers invite parents and other guests to readings of class work, or encourage children to write letters to a variety of audiences.  The Internet now provides a range of possible new audiences. Many websites publish children’s work or support collaborative research projects among classrooms.

In addition to writing for specific audiences, writing can be made meaningful by connecting it to other areas of the curriculum. Writing as part of research projects in science and social studies shows children how writing about a topic can enhance their learning. When the projects are shared with others, they provide a model for communication in a learning community — an important use of writing in the adult world.

Parents can provide important support for this aspect of writing by encouraging children to write at home. Think of all the ways you use writing — from shopping lists, to thank-you notes, to email — and engage your child in those activities.

Explicit instruction in basic writing skills

All students can benefit, at some point in their development, from direct instruction in the basic writing skills of handwriting, spelling, punctuation, and sentence formation.  For many students with writing problems, difficulties in these skills are a significant barrier to writing.  These students need extra time devoted to explicit instruction and practice in basic skills.   This instruction should be carefully planned and include regular monitoring of student progress. However, it also needs to be efficient so that it does not dominate either instruction or writing time.

Handwriting

The basic goals of handwriting instruction are to help students develop writing that is legible and fluent, that is, relatively rapid and not effortful. 2 As in reading, fluency is important. When students are not fluent and have to pay attention to handwriting, it interferes with other aspects of the writing process. Either cursive or printing can be effective.  Instruction should include teaching how to form letters correctly, as well as how to hold the pen and paper. Short daily practice sessions (10-15 minutes) followed by application in meaningful writing tasks are most effective. Fluency in handwriting is best promoted through frequent writing, and develops gradually over time. Instruction in the primary grades for children experiencing difficulty with handwriting may help to prevent later writing problems. In addition to instruction, teachers and parents should consider the use of word processing or other computer tools as a way of compensating for problems with handwriting.

Spelling and decoding skills are strongly connected.  Both require phonemic awareness and phonics skill, knowledge of spelling patterns, and familiarity with high-frequency words. Thus, spelling is part of both reading and writing instruction. Students with reading and writing problems generally need explicit, intensive instruction in decoding and spelling that emphasizes sound-symbol relationships and patterns. In writing, the practice of “invented spelling” in the primary grades helps students to develop their phonemic awareness and phonics knowledge. Instructional methods that emphasize spelling patterns by grouping words with similar patterns are effective.

In addition, students with spelling problems need support in memorizing the spelling of high-frequency, irregularly spelled words (for example, “right,”  “laugh,” and “their”).  Word lists, word walls, personalized spelling dictionaries, and strategies for studying spelling words are all common ways to support learning high-frequency words.

In addition to instruction, students need opportunities to practice spelling words both in lists and in the context of writing. A few recommendations pertain particularly to writing.

• First, instruction should pay special attention to the words most commonly used in student writing. 3
• Second, because many students with learning disabilities will continue to have problems with spelling even after learning to read fluently, it is especially important for such students to learn strategies for proofreading their writing.
• Third, they also need to learn to use tools, including dictionaries and spell checkers, to monitor and correct their spelling.  Personalized dictionaries, in which students write the words they are learning, can be helpful.

Sentence formation

Even good writers often pause to figure out how to express their ideas in sentences. For struggling writers, writing correct, effective sentences is a significant problem. In addition to learning to write grammatically correct sentences, they need to learn to write sentences with embedded clauses, write topic sentences that introduce main ideas, use transition words, and craft introductory sentences. There is less research on instructional methods in this area than for spelling and handwriting, and some of the research results go against common wisdom or practice. For example, traditional grammar instruction, with its focus on rules for correct writing, has little impact on the quality of students’ writing.

Three methods that have support from research or from the practices of effective teachers are sentence expansion, sentence combining, and teaching sentences within paragraph types. 4 All three methods require students to apply their language sense (asking themselves: “Does that sound right?”) to writing increasingly complex sentences, rather than learning grammatical rules. In sentence expansion , students begin with “kernel sentences” composed of a subject and verb, for example, “John ran.”   Then they add elements to expand the sentence to tell more about the “who, what, why, when, and where.”  In sentence combining methods, students begin with several short sentences and learn how to combine them into longer more complex sentences. In paragraph-based methods, students learn sentence patterns for the topic, detail, and concluding sentences in different types of writing, such as sequence paragraphs and persuasive paragraphs. As always when learning skills, it is important for students to have opportunities to practice these skills in meaningful writing tasks, with regular feedback.

Strategies for planning, revising, and self-regulation

Proficient writers have sophisticated strategies for planning and evaluating their writing. They:

• set goals for communicating with an audience
• use knowledge of genre to generate and organize content
• evaluate their writing in terms of their goals and general standards for writing
• often revise extensively

In contrast, struggling writers do little planning and limit their revising primarily to correcting errors. The research on the cognitive processes of good writers has been used to develop strategies to teach to less proficient writers. For example, we can teach students planning strategies that help them to use knowledge of organizational elements of text (e.g., in persuasive writing:  position, reasons, evidence, and conclusion) to generate and organize their writing.  Research provides strong evidence that we can successfully teach struggling writers to use more effective strategies for planning and revising and, thereby, help them to make substantial improvements in their writing. 5 Fortunately, strategy instruction is effective with average learners as well as struggling writers, so it is a good method for general education classes that include students with disabilities.

Figure 1 below provides an example of a strategy for revising a piece of writing. 6 This peer revising strategy involves a pair of students who get together to help each other evaluate and revise their papers. The steps are written as instruction to the student who is acting as editor. To teach the strategy, the teacher models applying the evaluation questions to samples of writing and making revisions to improve the writing. The teacher engages the students in collaboratively applying the strategy until students are ready to practice it in pairs. Note that a wide range of evaluation criteria could be used in step 3. The strategy provides a routine to support students in evaluation and revision that looks more like the processes that proficient writers use.

Figure 1: Peer Revising Strategy6

• LISTEN and READ along as the author reads the story.
• TELL what the story is about and what you liked best.
• READ the story to yourself and make NOTES about:
• CLARITY? Is there anything you don’t understand?
• DETAILS? What information/details could be added?
• DISCUSS your suggestions with the author.
• Author decides what changes to make.

Effective instruction in strategies for planning and revising a piece of writing requires a teacher to:

• Provide an explicit explanation of how the strategy works.
• Demonstrate or model the strategy while “thinking aloud” to show students the cognitive processes involved.
• Provide guided practice in which the students try out the strategy with teacher support.
• Provide independent practice and application in other situations.

It takes several weeks to teach a strategy effectively, so usually teachers would only teach 3 or 4 strategies in the course of a year.

Another important part of teaching strategies is helping students to develop self-regulation strategies . Several aspects of self-regulation can be included along with strategy instruction.

• First, self-regulation involves the ability to select strategies and monitor whether they are working . Thus, teachers must spend time discussing why the strategy is important and when and where it might be used. In addition, they teach students how to evaluate their own writing and decide whether a strategy is working for them.
• Second, self-regulation includes task management , so teachers discuss with students how to set aside a time and place for writing.
• Third, it includes strategies for coping with difficulty and maintaining persistence . Teachers help students to learn things they can say to themselves to keep a positive attitude and to praise or reward themselves for good work.

The model of strategy instruction developed by Steven Graham and Karen Harris 7 , the Self-Regulated Strategy Development (SRSD), as its name indicates, includes several procedures for enhancing self-regulation.

Motivation and final words

One of the most difficult challenges about working with students who struggle with writing is increasing their motivation. One cannot consider a writing instruction program successful unless, in addition to teaching skills and strategies, it helps students to develop positive attitudes toward writing. Without such positive attitudes, it is unlikely that students will use writing well outside of the classroom or continue to develop their skills.

I’d like to close by mentioning two important aspects of a writing program that contribute to motivation. First, writing instruction should engage students in writing that is satisfying to them in its own right. When writing is taught as an exercise with the emphasis solely on proper form or passing a test, not only do students remain unmotivated, but also they are less likely to learn what is being taught because it is not connected to any meaningful purpose. In contrast, when students write for meaningful purposes, have some choice in topic, and share and publish their work for peers, parents, and others, they develop a positive appreciation for the value of writing.

Second, failure is one of the main causes of poor motivation. Students who expect to fail at writing tasks will engage in them reluctantly, if at all. The antidote for failure is explicit instruction that shows students how to use effective writing processes and provides adequate practice so that they can develop mastery. Students want to know “how to do it,” and it is the teacher’s role to show them. When students work in an environment where they write for meaningful purposes and teachers provide explicit instruction on how to write effectively, the motivation to learn to write is seldom a problem.

When parents understand the challenges that students with learning difficulties face as they strive to become proficient writers, they are better equipped to help their kids overcome frustrations with writing, to provide opportunities at home for kids to practice meaningful writing, and to advocate for their children’s learning needs in the classroom.

• Calkins, L. The art of teaching writing . Portsmouth, NH: Heinemann, 1994.
• Graham, S. “Handwriting and spelling instruction for students with learning disabilities:  A review.”   Learning Disability Quarterly ,Vol. 22.
• Graham, S., Harris, K. J., et. al. “The basic spelling vocabulary list.” Journal of Educational Research , Vol. 86.
• Haynes, C., & Jennings, T. “Listening and speaking: Essential ingredients for teaching  struggling writers.” Perspectives (in press).
• Graham, S. “Strategy instruction and the teaching of writing: A meta-analysis.” In C. A. MacArthur, S. Graham, et al., Handbook of Writing Research , 2006.
• MacArthur, C. A., Schwartz, S. S., et al. “Effects of a reciprocal peer revision strategy in special education classrooms.”  Learning Disabilities Research and Practice , Vol. 6.
• Graham, S. & Harris, K. J. Writing better: Effective strategies for teaching students with learning difficulties . Baltimore, MD: Brooks, 2005.

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Expressive Writing

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By Jeffrey MacCormack & Nancy L. Hutchinson

Even in our world of 140-character tweets, Snapchat™, and internet slang, we still need to write effectively to be successful. Being able to express ideas plainly with words is important for more than our social media profiles. Expressive writing is required for academic success, job applications, and for many careers. However, expressive writing presents challenges because it is not a single skill . Expressive writing is a cluster of skills that includes mental tasks such as idea creation and planning as well as mechanical tasks such as ordering words into sentences and paragraphs. These mental tasks and mechanical tasks are connected. Difficulty experienced with one task can harm the entire process.

This article is focused on components of expressive writing such as brainstorming, idea creation, and sentence structure .

Learning Disabilities & Expressive Writing

Students with learning disabilities (LDs) are more likely than their peers to struggle with expressive writing because of difficulties including (Newcomer & Barenbaum, 1991; Weintraub & Graham, 1998):

• illegible handwriting,
• incomplete sentences, and
• errors in syntax, grammar, and spelling.

Students with LDs experience challenges with expressive writing because they have a hard time switching attention between mechanical tasks, such as handwriting, and mental tasks, such as idea formulation and organization (Graham & Harris, 2009). Rather than spending their mental energy composing (i.e. asking: what is the big idea here?), students with LDs are often occupied with low-level tasks like word construction.

Individuals with LDs may also have difficulties understanding how much information is required for the reader’s comprehension. When expressing ideas, they may not provide enough information because they overestimate how much the reader knows (Carruthers & Smith, 1996). Alternatively, students with LDs may provide too much information, inadvertently weighing down the text with unnecessary detail (Troia, 2011). In general, they are less able than their peers to organize content to address the needs of the intended audience.

Students who have difficulty with writing have a much harder time succeeding academically and may also experience social difficulties (Weiner & Schneider, 2002). These challenges are widespread and can require resources and school funding. In the United States, two-thirds of the students supported by disability services have difficulty with language and expression (Individuals with Disabilities Education Act, 2003).

How We Can Help

Before exploring the interventions that improve expressive writing, let’s look at what is generally known about helping students with LDs. Interventions designed for students with LDs should reflect their diverse needs (Swanson & Hoskyn, 1998) and should be based on evidence-based approaches (Stephenson, 2006). The instruction that is helpful for other students may not be helpful for students with LDs. Students with LDs have a harder time than their peers understanding the rules for word-use and sentence construction (Troia, 2002; Viel-Ruma et al., 2010).

A series of meta-analyses conducted in the late 1990s by Swanson and colleagues (1998, 1999) showed that LDs are related to information-processing problems and are not caused by poor instruction. There is no single or universal way to help students with LDs. Many different strategies and techniques can be helpful (e.g. sequencing, drill-repetition, strategy cues). The most important thing is that the teacher chooses a method that is based on scientific evidence (Swanson & Hoskyn, 1998; Swanson, 1999). The best way to help students with LDs is to provide daily instruction that directly teaches word formulation, spelling, grammar, idea organization, evaluation, and revision (Torrance & Galbraith, 2006).

Gersten and Baker (2001) conducted a meta-analysis on teaching expressive writing to students with LDs. A meta-analysis is a type of review that compares the elements of interventions to determine which are the most effective. Gersten and Baker concluded that effective writing programs for students with LDs should:

• present the task as a process;
• teach each step in the process; and
• provide feedback for each step.

1. Present the task as a process

The three basic steps of expressive writing - prewriting, composing, and revising - have to be taught explicitly . There are many ways to present writing as a process. One of the most common methods is the use of self-regulated strategy development (SRSD). Instruction that included SRSD approaches demonstrated the most impact (ES=1.17) in a meta-analysis of writing instruction by Graham and Perin (2007). Approaches that utilize SRSD approaches improve emotional regulation and critical thinking (Graham, Harris, & Mason, 2005).

The SRSD approach teaches the student to use self-monitoring checklists while working . The self-monitoring checklists might be mnemonic devices in which the first letter of each word spells out a memorable catch-phrase. For example, for the development of expository paragraphs, students can use the strategy TREE to: (a) develop a Topic sentence; (b) list Reasons to support; (c) Examine the quality of reasons; and (d) provide an Ending (Wendling & Mather, 2009). Strategies like these checklists have been shown to be particularly effective for instructing students with LDs (Ortiz, Lienemann, Graham, Leader-Janssen, & Reid, 2006).

Click here to access the article  Combining Writing and Self-Regulation Strategies: The SRSD Approach .

The POW+TREE strategy supports learners for composing persuasive writing tasks by providing strategies for thinking as writing skills (Conderman, Hedin, & Bresnahan, 2013). POW+TREE stands for:

(P) Pick an idea,

(O) Organize notes,

(T) Topic sentence

(E) Explanation

(W) Write and say more

These strategies (COPS, SCOPE, POW+TREE) are examples of strategies that are useful for editing expressive writing.

COPS stands for:

(C) Capitalization

(O) Overall Appearances

(P) Punctuation

(S) Spelling

Click here to access LD@school’s template for the COPS strategy.

SCOPE represents:

(O) Order of Words

(E) Express a complete thought

Strategies for handwriting can be developed and applied for handwriting skills as well.

Click here to access the article Mnemonics .

Click here to access the article Cognitive Conditions and Self-regulated Learning .

2. Teach each step in the process

Direct instruction has consistently been shown to improve expressive writing for students with LDs (Keel & Anderson, 2002; Walker et al., 2005). The explicit instructional approach includes strategies task analysis, scripted lessons, and choral response (Stein, Carnine, & Dixon, 1998). In essence, direct instruction breaks complex tasks into smaller skills which can be quickly taught and tested.

How to teach expressive writing (Adapted from Graham and Perin’s (2007) recommendations):

• Teach strategies for every step of writing and reading summaries.
• Encourage cooperative writing activities.
• Explicitly teach the goals of writing.
• Encourage the use of assistive technology .
• Teach students to write complex sentences .
• Provide teachers with professional learning opportunities.
• Use examples of good writing to teach style.

Different instruction may be needed for students with LDs than for typically developing students. For example, lessons designed to improve grammar and usage are often ineffective or unnecessary for typically developing students (Graham & Perin, 2007) but may be effective for students with writing deficits (Rogers & Graham, 2008). When interventions are designed to reflect the nuanced needs of learners with LDs, the results can be quite dramatic.

3. Provide feedback for each step

Students with LDs need to get feedback at every step to be successful. It is not enough to provide feedback through the end-of-task assessment. Students need dynamic feedback on multiple intervals through each of the three steps of writing.

Vaughn and Bos (2009) recommend that teachers provide consider the following questions at regular intervals:

How does the student respond to the activity? (Can the student complete the tasks? If so, can the student explain the steps? If not, what tasks are causing the difficulty?)

How can I (the teacher) make the task easier? (e.g. Should I simplify the task? Provide more guidance? Use a different method? Encourage the student to work with a peer? Provide a checklist?)

From Start to Finish

As previously mentioned, writing includes three steps:

• prewriting,
• composing, and

Students need to know that while writing involves these steps, the process of writing is also circular . As students start writing, they may need to loop back and gather more information and do more work at the prewriting step.

The first challenge for students is to pick a topic. Depending on the student, choosing a topic can be a major hurdle . Students with LDs may not know what they know. For students having difficulty choosing a topic, give them a piece of paper and say, “You know lots of things about many topics. When you are talking to your friends you have no problem talking about things you know. Take the next 10 minutes and write down a list of things you could share with others.” When the students have their list, have them share their ideas with other students.

The second challenge is to organize the information. Students with LDs may have difficulty connecting new knowledge to prior knowledge , identifying main ideas , developing supporting details , and organizing information by topic (Graham & Perin, 2007). Graphic organizers are a heuristic that can help students organize their knowledge visually. See the Figures below for examples of graphic organizers. The use of graphic organizers can help students with learning disabilities increase vocabularies and improve comprehension of information (Dexter & Hughes, 2011).

Example of a concept map

Example of circular process map

Example of linear connections map

Click here to access the article Visual Representation in Mathematics .

Click here to access the article Math Heuristics .

Click here to access the article  Graphic Organizers .

Unfortunately, many students with LDs don’t spend the necessary time completing the pre-writing task. Students with LDs may skip pre-writing entirely and begin with composing. To compensate for prewriting that might have been missed, teachers should embed review strategies in the composing stage . One evidence-based strategy for embedding review strategies is cue cards. Cue cards can be an effective tool for students with LDs because cue cards work as reminders of the strategies and thinking processes required for purposeful writing (De La Paz, 1999). For example, a cue card could be used to remind the student of the structure of a paragraph:

First sentence : answer the question as simply as possible

Second sentence : write your first piece of evidence

Third sentence : write your second piece of evidence

Fourth sentence : summarize the main idea and wrap it up

Students with LDs will also benefit from sharing their work with others during the composing step. Sharing their work by reading it aloud to others will help them to smooth out choppy sentences. Vaughn and Bos (2009) recommend that sharing times are opportunities to teach students to avoid common verbs such as was, went, and said. Instead, students should be encouraged to use more interesting verbs such as existed, hurried, and confided.

By the time that students with LDs have reached the revising step, they may have lost some of the momentum they had earlier in the writing process. Revising is hard work. Sometimes students with LDs are tempted to fix surface errors without trying to remedy larger issues. When students treat revision as “housekeeping” —a phrase coined by MacArthur, Graham, and Schwartz (1991) to describe surface revisions— less than half of the changes they make actually improve their writing .

Vaughn and Bos (2009) recommend that teachers use strategies like box-and-explode to improve students’ writing. When students use the box-and-explode technique, they draw a ‘box’ around a sentence which needs more information. The students ‘explode’ the sentence by providing more details. For example in the following section, the second sentence could be boxed and exploded. The student may want to create a picture in the mind of the reader by describing the range of artifacts and objects found.

The explorer made his way up the winding staircase to the heavy door. Behind the door, he found dusty artifacts and golden objects . He closed the door behind him and started to work.

Assistive Technology for Expressive Writing

Technologies such as text-to-speech and word prediction help students with learning disabilities by reducing the mental energy required for tasks such as spelling and key entry (Zhang, 2000). Cullen, Richards, and Frank (2008) found that the use of writing software that included text-to-speech and word prediction software increased the quantity and quality of writing. For more information about assistive technology in general, click here .

Relevant Resources on the LD@school Website

Click here to access the article Interventions for Students with Writing Disabilities .

Click here to access the article Writing Interventions for Children in Grades One to Six with Learning Disabilities .

Click here to access the article Writing Interventions for Adolescents with Learning Disabilities .

Click here to access the article Narrative Story Writing .

Click here to access the article Strategies to Assist Students with Writing Difficulties .

Carruthers, P. & Smith P. (eds). 1996. Theories of Theories of Mind. Cambridge University Press.

Conderman, G. Hedin, L., & Bresnahan, V. (2013). Strategy instruction for middle and secondary students with mild disabilities: Creating independent learners. Thousand Oaks, CA: Corwin.

Cullen, J., Richards, S., & Frank, C. (2008). Using software to enhance the writing skills of students with special needs. Journal of Special Education Technology, 23, 33-44.

Datchuk, S. & Kubina, R. (2013). A review of teaching sentence-level writing skills to students with writings difficulties and learning disabilities. Remedial and Special Education, 34, 180-192.

De La Paz, S. (1999). Teaching writing strategies and self-regulation procedures to middle school students with learning disabilities. Focus on Exceptional Children, 31, 1-16.

Dexter, D. & Hughes, C. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34 , 51-72.

Engelmann, S., & Silbert, J. (1991). Reasoning and writing–Level C . Chicago: SRA/McGraw-Hill.

Gersten, R. & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101, 251-272.

Graham, S. & Harris, K. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan . Learning Disabilities Research, 24, 58-68.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99 , 445–476.

Graham, S., Harris, K. & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Education Psychology, 30, 207-241.

Hammill, D. D., & Larsen, S. C. (1996). Test of written language-3 . Austin, TX: Pro-Ed.

Keel, M., & Anderson, D. (2002). Using ‘Reasoning and Writing’ to teach writing skills to students with learning disabilities and behavioral disorders. Journal of Direct Instruction, 2 , 49–55.

MacArthur, C., Graham, S., & Schwartz, S. (1991). Knowledge of revision and revising behavior among students with learning disabilities. Learning Disability Quarterly, 14, 61-73.

Mason, L., Kubina, R. & Taft, R. (2011). Developing quick writing skills of middle school students with disabilities. The Journal of Special Education, 44, 205-220.

Newcomer, P. L., & Barenbaum, E. M. (1991). The written composing ability of children with learning disabilities: A review of the literature from 1980 to 1990. Journal of Learning Disabilities, 24 , 578–593.

Ortiz Lienemann, T., Graham, S. Leader-Janssen, B. & Reid, R. (2006). Improving the writing performance of struggling writers in second grade. The Journal of Special Education, 40, 66-78.

Rogers, L. A., & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100 , 879–906.

Swanson, H. & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277-321.

Swanson, H. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research, 14, 129-140.

Stephenson, J. (2006). Response cards: Increasing individual responding during whole-class teaching. Australian Journal of Learning Disabilities, 11, 57-62.

Stein, M., Carnine, D., & Dixon, R. (1998). Direct Instruction: Integrating curriculum design and effective teaching practices. Intervention in School & Clinic, 33 , 227–235.

Torrance, M., & Galbraith, D. (2006). The processing demands of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 67–80). New York: Guilford Press.

Troia, G. (2011). How might pragmatic language skills affect the written expression of students with language learning disabilities? Top Language Disorders, 31, 40-53.

Troia, G. A. (2002). Teaching writing strategies to children with disabilities: Setting generalization as the goal. Exceptionality, 10 , 249–269.

U.S. Department of Education. (2003). Twenty-fifth annual report to Congress on the implementation of the Individuals with Disabilities Education Act . Washington, DC: Office of Special Education Programs.

Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7thed.). Upper Saddle River, NJ, Pearson.

Viel-Ruma, K., Houchins, D., Jolivette, K., Fredrick, L. & Gama, R. (2010). Direct instruction in written expression: The effects on English speakers and English language learners with disabilities. Learning Disability Research & Practice, 25, 97-108.

Walker, B., Shippen, M. E., Alberto, P. A., Houchins, D. E., & Cihak, D. F. (2005). Using the expressive writing program to improve the writing skills of high school students with learning disabilities. Learning Disabilities Research & Practice, 20 , 175–183.

Weiner, J., & Schneider, B. (2002). A multisource exploration of friendship patterns of children with and without LD. Journal of Abnormal Child Psychology, 30, 127–141.

Weintraub, N., & Graham, S. (1998). Writing legibly and quickly: A study of children’s ability to adjust their handwriting to meet common classroom demands. Learning Disabilities Research & Practice, 13 , 146–152.

Wendling, B. & Mather, N. (2009). Essentials of evidence-based academic interventions. A. S. Kaufman & N. L. Kaufman (Eds.). Hoboken, NJ: Wiley.

Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32, 467-478.

Nancy L. Hutchinson is a professor of Cognitive Studies in the Faculty of Education at Queen’s University. Her research has focused on teaching students with learning disabilities (e.g., math and career development) and on enhancing workplace learning and co-operative education for students with disabilities and those at risk of dropping out of school. In the past five years, in addition to her research on transition out of school, Nancy has worked with a collaborative research group involving researchers from Ontario, Quebec, and Nova Scotia on transition into school of children with severe disabilities. She teaches courses on inclusive education in the preservice teacher education program as well as doctoral seminars on social cognition and master’s courses on topics including learning disabilities, inclusion, and qualitative research. She has published six editions of a textbook on teaching students with disabilities in the regular classroom and two editions of a companion casebook.

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6 Essential Skills for Teaching Writing in Special Education

We met with leading Special Education Researchers to uncover their tips on teaching students with learning disabilities and emotional behavior disorders how to write. What we discovered was a process that not only teaches exceptional children how to write, but how to learn. Torri Lienemann and Robert Reid, co-authors of Strategy Instruction for Students with Learning Disabilities, along with SRSD creator Karen Harris and researchers Joyce King-McIver and Ashley Barkel contributed:

Click to hear from Dr. Lienemann and others who wrote the book!

#1 Self-Regulation is the Key To Writing and Learning

Dr. Torri Lienemann says the bottom line from her strategy instruction research on students with ADHD is that self-regulation is the key to learning in general. She notes that the pride students experience when they complete something they were previously unable to accomplish is phenomenal. Teaching students how to regulate and monitor their own performance is an essential component for students who struggle (as well as typically-achieving students). Her research proved that it made them stronger learners, as well as, writers.

#2 Create a Plan for Individual Needs

Dr. Lienemann emphasizes that having knowledge of students’ skills prior to implementing instruction allows you to form groups of students with similar abilities. Students are then frequently monitored for task or strategy mastery before advancement. There will be an ebb and flow to groups, depending on the individual needs, that must be scaffolded.

#3 Use Peer Collaboration

Dr. Lienemann also said that students who master skills can practice with those who struggle and both groups will benefit. As discussed, SRSD is designed for students to master each strategy before they continue. Thus, discussing the process with peers adds extra practice for the skilled learners while advancing those who struggle.

#4 Don’t Rush

Dr. Lienemann’s research uncovered a pattern: interventionists and educators often feel rushed in an attempt to catch struggling students up with the class.  Yet, if students don’t truly understand the task at hand they will eventually be forever lost in the process. Moreover, the goal of SRSD is for students to generalize into other disciplines and settings. Haste will assure that we do not achieve that goal.

#5 Trust the Research. The key to success is Fidelity  

Dr. Lienemann’s favorite story highlights the need for fidelity. A 4 th grade ADHD student’s first essay was based on a photo of a squirrel. The student wrote, “Bob is mice. Eat”. After eight lessons the student increased his performance over 600%, wrote a full story with all the elements and had an excellent holistic quality rating. By mastering the self-regulation techniques this student motivated himself to be a successful learner which carried on through high school and, now, into college.

Watch advice for the classroom!

#6 Trust Your Gifted Instincts

SRSD Researcher Ashley Barkel emphasizes that SRSD lessons are not fully scripted in order to take advantage of your knowledge of your students. By adding your customization to general lessons- along with a recursive approach- special education teachers thrive. Additionally, individualized goal setting and self-statements help each student achieve independence.

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SRSD online is the learning community for educators and researchers interested in Self-Regulated Strategy Development, the leading research-proven intervention for writing to learn.  We share our experiences, mentor new projects, and document inspiring stories.  Originally developed by Dr. Karen R. Harris for at-risk children who live with learning disabilities, SRSD has shown to be effective for all students and to generalize across disciplines, grade levels and multiple languages.

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10 Musts for Teaching Literacy Skills to Students with Significant Disabilities

Erickson & Koppenhaver are both professors and literacy researchers with a history of classroom experience. In their research, they’ve identified 10 success factors that are present when students with significant disabilities are learning to read and write. In today’s post, we share a summary of these elements, excerpted and adapted from Comprehensive Literacy for All . Use these elements (and the accompanying suggestions) as a starting point for supporting students with significant disabilities as they learn critical literacy skills they’ll use forever.

Success factor #1: Knowledgeable others

To become literate, students with significant disabilities need the cooperation and collaboration of a whole team of supportive adults. They require:

• teachers who un­derstand that learning isn’t dependent on perfectly functioning bodies and oc­curs at different rates
• families who read with them, build their confidence, and partner with teachers and other ser­vice providers
• SLPs to implement effective language and commu­nication interventions
• occupational therapists to help them make books and writing tools more accessible
• AT specialists who support them in making their world more accessible
• collaborative teams who believe in the student’s abilities and are willing to problem-solve and experiment as long as it takes to achieve success

Success factor #2: Means of communication and interaction

Students with significant disabilities need a reliable way to communicate precisely with classmates, educators, and families. Learners need to be able to:

• make predictions, summarize main ideas, ask questions, and make comments during literacy lessons
• suggest revision and editing ideas during peer writing conferences
• talk to family members, classmates, and teachers about their reading preferences

Providing individualized communication support to students will help them become active members of your literacy learning community. (For a whole chapter on using assistive technology to support literacy, see Comprehensive Literacy for All .)

Success factor #3: Repetition with variety

Repetition with variety keeps learning interesting, prevents students from tuning out during instruction, and helps your students grow as readers and writers by increasing their independence and flexibility. Try these strategies for engaging and teaching students through repetition with variety:

• Work with students to revise a text for publication. Revisit the text to consider whether it conveys what the author intended and whether the intended audience will understand.
• During shared reading, model and interact with beginning communicators using core vocabulary—but use it differently on each page and in each text.
• Conduct word wall lessons. Introduce a new set of words each week and then engage the class in dozens of different daily activities with all the words to help increase sight word knowledge.
• Hang sentence charts that build on prior knowledge. Make these predictable charts where the beginning sentence stems are same, but the con­clusion of each sentence is based on individual students’ interests.

Success factor #4: Cognitive engagement

Cognitive engagement, as defined by Erickson & Koppenhaver, is “the act of putting persistent effort into mental pro­cesses such as thinking, reasoning, and judgment in order to understand and learn.” Focusing on students’ cognitive engagement can have many benefits, from greater time on task to increased persistence when challenges come up. You can encourage cognitive engagement during literacy activities by:

• Offering students choices of writing topics
• Giving students time to share their writing with classmates
• Modeling how to make predictions about story events based on illustrations
• Encouraging students to write more and avoiding specific instructions when it’s time to revise

Success factor #5: Cognitive clarity

“Why are we learning this, and why is it worth remembering?” To help your students answer this question, hone their sense of cognitive clarity. You can do this by engaging students in meaningful and interesting tasks like these:

• When a letter is introduced, assist students in writing words that begin with that letter and composing texts for real audiences requiring use of that letter.
• When students are reading for meaning, set a purpose to guide their comprehension and help them make connections between what they already know and the text to be read.
• When students are writing first drafts, remind them to read aloud what they have written to see if it sounds like what they meant to write.

When students have cognitive clarity, cognitive engagement follows—and generalized learning isn’t far behind.

Success factor #6: Personal connection to the curriculum

“What’s in it for me?” Students learn better when they have a good answer to this question. Build students a bridge to learning by helping them make personal connections to the curriculum. For example:

• In writing activities, facilitate student topic choice and publish student writing.
• In guided reading lessons, regularly choose texts that build on students’ existing understanding and experience.
• In self-directed reading, continually seek out texts for student reading or listening that represent individual or collective student interests. Acquire a wide variety of books in your classroom to increase the possibility of students making personal connections between literature and their own lives.

Success factor #7: Encouragement of risk taking

Risk taking in the classroom often leads to new learning—but fear of failure may loom large in the minds of students who have learning struggles. Encourage your students to take more academic risks by establishing a sense of safety and belonging in the classroom. For example:

• Accept noncon­ventional communication attempts to show students that it’s safe to try to communi­cate.
• Avoid restricting reading choices to narrow achievement bands.
• Praise your students’ use of strat­egies, regardless of the outcome.
• Encourage discussion about reading rather than focusing mainly on assessing student understanding.
• Convey to students that their ideas matter more than their test scores.
• Model potential new ways of communicating ideas.
• Publish all students’ work.

As students feel safe and supported in your classroom, they’ll likely become more willing to take academic risks, making it easier to acquire new skills.

Success factor #8: Comprehensive instruction

Comprehensive instruction hinges on two big ideas:

• Students learn to read and write in different ways.
• To meet students’ different needs, teachers must teach everything about reading and writing, from letter–sound relationships to reading fluency to independent text comprehen­sion.

Clearly, there are only so many hours in your school day, and it’s difficult to teach every­thing about reading and writing in such a limited timeframe. But you can organize your day to accommodate the widest possible array of learning opportunities. (For a complete guide to comprehensive instruction, see the Erickson & Koppenhaver book .)

Success factor #9: Significant time allocation

Comprehensive literacy instruction requires a significant time investment—but students with significant disabilities may receive very little time for literacy learning. Consider implementing a comprehensive instruction framework that helps you determine the broad emphasis of each period of instruction and what your time allocations should look like. (The guidelines provided in Comprehensive Literacy for All can help.)

Success factor #10: High expectations

Keep your expectations high for all students—the least dangerous assump­tion is to assume that every learner is capable of emergent literacy and communication, regardless of disability. Encourage students to build their skills through a wide variety of activities:

• Daily reading aloud with the student
• Writing or partner-assisted writing activities
• Interactions and modeling with symbolic communication
• Shared reading interactions
• Predictable chart writing
• Independent student access to books

As Erickson & Koppenhaver state in their book, “successful teachers of students with sig­nificant disabilities do not ignore their diffi­culties. They simply recognize that although disabilities affect literacy learning, they need not impair it.” The bottom line is, every learner deserves access to high-quality reading and writing instruction—and with the right supports, everyone can become a literate citizen.

EXPLORE THE BOOK

Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK–12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities.

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Effective practices for teaching writing to students with disabilities in the united states.

• April Camping April Camping Arizona State University
•  and  Steve Graham Steve Graham Arizona State University
• https://doi.org/10.1093/acrefore/9780190264093.013.1208
• Published online: 30 September 2019

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools.

It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

• composition
• instruction
• disabilities

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date: 21 July 2024

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The Writing Phase for Students who Struggle with Writing: Teaching Style

• Deb Killion
• Categories : Inclusion strategies for mainstreamed classrooms
• Tags : Special ed information for teachers & parents

The Importance of Content and Style

Once the initial prewriting phases are completed, students should weed out any extra filler material that is not essential and start focusing on style. Style is considered one of the hardest aspects of writing to teach and is often associated with talent. However, the two are not entirely the same. Style has to do with the voice or personality of the writer, whereas talent is a sort of high-level ability to communicate is a specific style, in manners unlike anyone else. Famous writers come to mind such as Twain, Melville, or Shakespeare when we think of style.

However, someone does not have to be a famous writer or possess this type of grandiose ability to communicate style. All they have to do is take the content, and as they begin to write, to make it their own. Instead of saying something is good; they can say it is engaging. Instead of saying something is fun; they can say it is “entertaining.” Choice of words with the use of a thesaurus or other tool can get this going for students who struggle with writing. The point is to look at the content in their pre-writing and have the ideas flow together in meaningful sentences in this second stage.

By thinking about their own experiences related to their content of choice, they can begin to create a unique piece of writing that has both content and style that is unique to them. Style is considered one of the main reasons students score higher on writing standardized tests. If you can get your students practicing this, their scores will likely improve, and they will become a more proficient writer in the process.

Methods to Teach Style

Give your students good examples of style. Read them a passage from “Hamlet” or “The Adventures of Tom Sawyer.” Let them see what different styles look like and sound like. The goal is not to get them to sound just like some of these great literary figures, but if they can hear different styles, they will start to see what good style is all about and start adapting their own.

Here are some other pointers to work on with students with special needs regarding style:

Have students name their favorite author and explain why they like that author more than any other.

Have them describe a sunset, in 3 different ways or paragraphs.

Explain to them that style is an author’s personality in writing.

Ask them if they understand what is meant by a “hairstyle” or a style of cooking. See if they can make the correlation to writing styles from this analogy.

Have them swap papers with their neighbor and underline parts of the paragraph or essay which have a strong sense of style.

Over time and exposure, students with special needs, or any students who struggle with the concept of style should begin to understand what it means, and start developing their own style in their writing.

• http://www.educationworld.com/a_curr/curr139.shtml
• http://www.njtesol-njbe.org/bulletin/ELLs _Special_Ed_11-10.pdf
• https://arksped.k12.ar.us/

This post is part of the series: The Five Step Writing Process for Students with Special Needs

The 5 steps to good writing include: 1) Pre-writing (Brainstorming), 2) Writing (Content), 3) Rewriting/Revising, 4) Editing/Proofreading, 5) Publishing. This series goes through each step, outlining some ideas to try for students who struggle.

• Teaching Writing to Students with Special Needs
• Teaching Students with Special Needs: The Writing Phase
• Rewriting and Revising: Teaching Students with Special Needs
• Proofreading & Publishing: The Final Stage in the Writing Process

Implementation | Recommended Reading

Writing Instruction for Special Needs Students

Read Time 2 mins | Mar 26, 2020 9:49:59 AM | Written by: Toolbox

Download the research report below

We all know that one effective strategy is to break down a task into smaller, more manageable tasks. Teachers often segment a five paragraph essay, by asking students to ‘just write the introduction.’ But it’s the word ‘just’ that’s almost laughable. (In fact, do you ever notice how anytime the word ‘just’ precedes a task, it’s usually in attempt to make a difficult process appear easy?) “Just writing” an introduction can be so overwhelming and anxiety-producing for a special ed student that they simply shut down. The question becomes HOW to teach these skills.

Research has shown that focusing on the discrete skills and aspects of the writing process produces higher student achievement and success rates than writing taught with a holistic focus on product. When not overwhelmed with having to ‘fill’ an entire page of lined paper, special needs students, after direct instruction that includes teacher modeling and guided practice, can celebrate being successful at writing an interesting beginning for a story, or writing an enticing lead for an expository piece. A segment of elaborative detail, or of suspense. Small successes along the way encourage them and build confidence.

Feeling stuck writing your IEPs? Download the 10 IEP Writing Commandments for FREE here!

Sentence Building Activities for Special Ed

Do you have students in your special education classroom who struggle with writing sentences? Or maybe they struggle with putting words together to form a sentence?

Today I would like to introduce you to Sentence Building .

This resource was created out of a desperate need for my own self-contained classroom. Students in my classroom, verbal and nonverbal, were struggling with sentences… writing them, putting them together… the whole nine yards… but they had IEP goals to meet and I had zero curriculum to help them achieve their annual goals.

So I created it for them, providing models and guidance to promote independence with the task…

…and it worked!

Sometimes it is difficult for some of our students to figure out how to organize words in a sentence. There are so many different reasons your students may be struggling, including ( but not limited to ):

• spelling, handwriting, lack of success previously, can verbalize sentences, but not put the ideas on paper…

I understand both you and your student’s frustrations. Writing sentences is tough! There’s so much that goes into it, but it is a life-long skill our students need to learn and master.

You can use this full-year resource to teach students how to write a sentence, or to reinforce the skills through interactive sentence building practice. These leveled activities can be used in small or whole group, in literacy centers, as morning or word work, in sensory bins or in intervention groups.

Daily sentence writing allows students to:

• practice spelling and identify spelling patterns
• use their thinking skills to create a complete sentence, and
• improve comprehension and writing skills.

With differentiated practice, students will feel confident to:

• write a sentence
• read and spell common words and sight words
• answer comprehension questions about the text
• visual how sentences come together by putting words in order
• use pictures to guide their writing, and
• demonstrate growth

Other skills practiced when using Sentence Builders:  capitalization and punctuation, letter formation, spacing between words, parts of speech, cutting and gluing practice, and more!

• 40 weeks of writing and sentence building instruction • 5 levels of differentiation, print and implement ready!

How is this resource differentiated to meet the needs of all of my learners? There are 3 different levels of sentences: Level 1 – 6 sentences with 3 or 4 words per sentence. Level 2 – 6 sentences with 6 words per sentence. Level 3 – 6 sentences with 8 to 12 words per sentence.

{ Grab the Sentence Builder Bundle here . }

So let’s take a look at how it works, the different levels, and the recommendations for use in the classroom.

There are 6 sentences within each level. This is Level 1, so each sentence has 3 or 4 words.

I recommend printing these cards on cardstock and laminating so you can reuse them each year.

Have students work on one sentence at a time. Using the picture cards, have students put the words in order to form the sentence correctly.

Next is getting the cut and paste worksheet ready.

For some students, I will have them cut their own sentence strips apart. For others ( or if we are short on time ), I will cut them out ( typically while they are putting the sentence together ).

Now it’s time to paste!

With this worksheet, there are 4 options available. As shown ( errorless, with pictures ), errorless with words, and just pictures or just words. Having these different levels of differentiation will help you meet the needs of all learners in your classroom, while working on the same thing.

Paste the sentence strip onto the worksheet. We love using our glue sponges !

This first step, putting the sentences together and cutting/pasting activity, is typically done on the first and second day of writing instruction.

As we move into day two, start by having students put the sentences in order again. You can mix all of the picture cards up, have students sort the cards, and then put the sentences in correct order.

Then you will move into the third day of writing instruction with either the trace or write Sentence Builder ( depending upon student skill level ).

Students will use the picture cards as a model to write the sentence in correct order, as well as spell all of the words correctly.

Typically if students finish early, we have this “extra” Sentence Builder activity to complete… and sometimes we will complete this on a Thursday if we’ve completed the rest of our writing work.

This challenge activity provides two options for students. One, use the words given with each picture to write 2 new sentences about that picture with the words. Two, the extra challenge at the bottom asks students to write their own sentence about each image.

This really gets students thinking outside of the box and gives them an opportunity to showcase lesson mastery and creativity.

Level 2 – each sentence has 6 words per sentence. All of the activities are identical to Level 1.

You can easily have students working on the same week’s topic ( this post shows the weather set ), but on different levels. All of the images are the same within each level, but the sentence difficulty increases.

Level 3 – each sentence has 8 to 12 words per sentence. All activities are, again, identical to Level 1.

What are other teachers, like you, saying about Sentence Builders?

“ The sentences are formulated in such a way that they work on sentence structure as well as grammar and can also be used as comprehension activities if you come up with questions for them. ” – Samantha W.

“ I am so excited for this resource!!! Differentiating writing in my class is challenging as they just want to copy each other. Now they have their own personalized stuff. ” – Macy B.

“ LOVE LOVE LOVE! This is differentiated to my lower level writers but also to my writers who need challenged. It is a great resource and I use it in independent writing centers. ” – Passion2Teach

“ What a wonderful, comprehensive resource for writing! I love the differentiated levels- all of my students will be able to participate! ” – Annie A.

If you’d like to try a set out for free, you can download a free set of Level 2 in the Resource Library .

{ Grab the Holiday Sentence Builder Bundle here . }

YOU MAY ALSO LIKE:

• Getting Students Excited to Write in Any Classroom
• Accommodating Guided Reading Levels: Part 2

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5 Effective Strategies for the Inclusive Classroom

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Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs. I work with them to ensure that all students have the necessary resources in order to be successful, and that they themselves can grow and learn as an educator. Here are five strategies that have been successful for working with students in the inclusive classroom.

1. Get to know your students’ IEPs/504s

Upon receiving notice that a student with a specific plan is entering your class, it’s important to connect with that student’s case manager. For a student with a 504 plan, that is usually the school counselor; for a student with an IEP it’s either the Special Education Teacher or Resource Specialist. You should receive a brief synopsis of the IEP, often referred to as the “IEP at a Glance” form. This will detail the specific services and minutes each student receives, as well as any accommodations and modifications that are available for them.

One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk. There are many instances where seating a student in the front row can be catastrophic! Most of the rooms I see are grouped in clusters; I like to make sure that a student I am working with is next to peers they feel comfortable with, and can help explain a concept during collaborative time. Seats away from distractions such as windows or doors is quite helpful for students with attention issues.

Take Action: Check and make sure you have current documents for students in your class. Make a chart with what services each student receives and how frequently. Make note of their next IEP meeting date. If you haven’t started one yet, start a folder for student work samples-this will make the Special Educator’s job that much easier!

2. Implement Universal Design for Learning (UDL)

Universal Design is so much more than one of the hottest buzzwords circulating around education circles. It’s an approach to curriculum planning and mapping that makes learning engaging and accessible to a wider range of learners with different strengths and needs. UDL builds on Howard Gardner’s theories of multiple intelligences , in that it calls for teaching to utilize multiple modalities, and for students to respond to learning with a variety of assessment tools. Educators that recognize the importance of UDL realize that we all learn and express ourselves in different ways, and that in order to assess skills we need to be allowed to use our strengths, while practicing our areas of need at the same time.

A great introduction to the concepts behind UDL can be found at CAST’s website .

Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?

3. Support Important Life Skills

As a seasoned educator, when I hear the term “life skills”, I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:

• telling time from an analog clock
• writing a simple letter
• signing their name in cursive
• note taking and study skills

Many of the teachers that I work with have a “Study Skills Thursday”, where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.

Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this  Learning Skills and Work Habits Student Self-Assessment Checklist from Teachers Pay teachers ). How can you incorporate instruction in these skills into your everyday schedule?

4. Engage in Collaborative Planning and Teaching

No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.

Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!

5. Develop a strong Behavior Management Plan

Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students. Your classroom environment should be tailored to better suit diverse students’ needs. With students’ and specialists’ input, create a checklist or action plan for students.

Some specific behavior management strategies that support effective instruction are:

• Posting daily schedules
• Displaying classroom rules and expectations
• Encouraging peer to peer instruction and leadership
• Using signals to quiet down, start working, and putting away materials.
• Giving students folders, labels and containers to organize supplies.
• Checking in with students while they work
• Utilizing proactive rather than reactive interventions as needed
• Speaking to students privately about any concerns
• Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.

Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.

There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.

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221.Enhancing Writing in Special Education with Predictable Chart Writing and AAC Strategies Be The Exception

In this episode, we welcome back Heather C. to discuss effective strategies for teaching writing in special education. Heather shares her expertise on Predictable Chart Writing (PCW) and integrating Augmentative and Alternative Communication (AAC) to support diverse learners. Tune in to learn about engagement techniques, customization for different needs, and practical tips for getting started with these methods.   In this episode you will learn: Creative ways to keep students engaged and motivated How to adapt PCW for students with varying needs and abilities Success stories and memorable moments from Heather's experience Top tips for teachers new to PCW and AAC Links and Resources AAC and Predictable Chart Writing Strategies Blog FREE: 4 Weeks of PCW Lesson Plans Predictable Chart Writing Curriculum    Connect with Heather   Full Sped Ahead Website Full Sped Ahead Instagram Full Sped Ahead Facebook Connect with Dawn   Find me on IG Find me on Tik Tok Etsy Shop TpT Store Subscribe Are you subscribed to my podcast? Trust me, you definitely want to do that so you don’t miss a thing! Click here to subscribe in iTunes! Leave a Review If you are loving the podcast, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other teachers find my podcast and I love hearing what you think about the podcast as well. Just click here to review, select “Ratings and Reviews” and “Write a Review” and let me know what part of the podcast you found to be the most helpful!

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12 Resources for Special Education Teachers to Enhance Learning and Maximize Student Success

After readind this article you’ll know about:

1. Naset — promoting the profession

One organization stands at the forefront of special education: NASET. Its members stay informed on issues that matter, while striving to provide excellence in research, practice and policy innovation for students across the nation.

2. Teacher Vision — all tips

Teacher Vision provides the cutting edge resources teachers need to support their students. Their team of certified, current classroom educators reviews and creates materials that are accurate, up-to-date and reflect changing educational needs.

Teaching is more than just a job – it’s an opportunity to bring your vision to life. When the daily duties seem overwhelming and start threatening that dream, Teacher Vision is here with thousands of resources created by teachers for teachers: from standards-aligned lesson plans, helpful classroom management advice or stress relief workbooks.

3. Learning Disabilities Online — information and support

LD OnLine is determined to open doors of opportunity for both children and adults, arming them with the knowledge they need about learning disabilities and ADHD. LD OnLine provides invaluable resources to help teens and adults navigate the transition from school into higher education or meaningful employment. Our information also helps individuals with learning disabilities confront challenges which can otherwise impede success in these goals.

4. Do2Learn — innovation tools

What is it?

5. AFIRM Modules — autism focused

6. the national center for learning disabilities — learning about disabilities, 7. the education commission of the states — navigation of every aspect of education, 8. raz-kids — ebooks for everyone, 9. the bureau of labor statistics — professional development, 10.  national education association — autism and disproportionality, 11. paths to literacy — working with blind, 12. senict — touch activities, 3 benefits from considering these tools, 1. customized learning plans, 2. increased engagement, 3. improved communication, useful resources, leave a comment cancel reply.

Teaching in Special Education: Strategies for Success and Inclusion

eaching in special education requires a unique set of skills, knowledge, and strategies to ensure the success and inclusion of students with diverse learning needs. In this article, we will explore various strategies that can support educators in providing effective instruction and creating inclusive learning environments for students with special needs.

Individualized Education Plans (IEPs)

Developing and implementing individualized education plans is essential in special education. IEPs outline specific goals, accommodations, and modifications tailored to each student's needs. Regular collaboration with parents, specialists, and other professionals is key to ensure the IEP is effectively implemented.

Differentiated Instruction

Adopting a differentiated instruction approach allows teachers to address the diverse learning needs of students in the classroom. This involves providing various instructional strategies, materials, and assessments to meet individual students' abilities and interests.

Assistive Technology

Integrating assistive technology tools and resources can greatly support students with special needs. These technologies include text-to-speech software, speech recognition tools, graphic organizers, and adaptive devices that enhance communication, accessibility, and learning opportunities.

Multi-Sensory Instruction

Engaging multiple senses in the learning process can benefit students with special needs. Incorporating hands-on activities, visual aids, manipulatives, and auditory cues can enhance comprehension and retention of information.

Positive Behavior Support

Implementing positive behavior support strategies is crucial in creating a positive and inclusive classroom environment. This involves setting clear expectations, using positive reinforcement techniques, teaching social-emotional skills, and implementing proactive strategies to address challenging behaviors.

Collaboration with Specialists

Working collaboratively with special education specialists, such as speech therapists, occupational therapists, and behavior analysts, can provide valuable insights and interventions to support student progress. Regular communication and collaboration with these professionals ensure a coordinated and comprehensive approach.

Peer Support and Inclusion

Promoting peer support and inclusion fosters a sense of belonging and acceptance among students. Encouraging peer interactions, cooperative learning activities, and inclusive practices can enhance social-emotional development and academic achievement for students with special needs.

Ongoing Professional Development

Continuing professional development is crucial for special education teachers to stay updated on the latest research, strategies, and best practices. Attending workshops, conferences, and training sessions can provide valuable knowledge and resources to enhance instructional practices.

Culturally Responsive Teaching

Recognizing and valuing the diverse backgrounds and experiences of students with special needs is essential. Culturally responsive teaching practices promote inclusivity, respect, and equitable opportunities for all students.

Building Relationships

Developing positive relationships with students and their families is key to establishing trust and fostering a supportive learning environment. Regular communication, parent-teacher conferences, and involvement in the student's educational journey can enhance collaboration and student success.

Teaching in special education requires dedication, adaptability, and a deep understanding of the unique needs of students. By employing these strategies and fostering an inclusive mindset, educators can create meaningful learning experiences and promote the success and well-being of all students in their classrooms.

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Transforming Challenges into Achievements

9 Effective Differentiated Instruction Strategies for Special Needs Students

Special Education Classroom • 6/5/2024

What is Differentiated Instruction?

Differentiated instruction tailors learning experiences to meet students' diverse needs.

This approach is particularly helpful for special needs students who require individualized strategies to reach their full potential.

Differentiated instruction addresses their varied learning styles, abilities, and interests by modifying teaching methods, materials, and assessments.

Differentiated Instruction in Special Education Classrooms

Special education students often have distinct learning needs that require more personalized attention.

Differentiated instruction helps address these needs in many ways:

• Individualized Support: Customize instruction to each student's strengths and weaknesses to ensure they receive the appropriate level of support.
• Engagement: When teachers teach students in a way that resonates with their learning style, they are more likely to stay engaged and motivated.
• Promote Equity: Special needs  students have the same learning opportunities as their peers in general education classrooms.
• Better Outcomes: Differentiated instruction meets students where they are; so it can lead to better academic outcomes and personal growth.

Strategies for Differentiated Instruction

1. flexible grouping.

This strategy involves students based on their learning needs, interests, or abilities.

Teachers rotate groups regularly to provide varied learning experiences and social interactions.

2. Tiered Assignments

Teachers create assignments with different levels of complexity for special needs students. This differentiated instruction strategy  also allows each tier to align with the same learning goal, but it varies in difficulty to match students' abilities.

3. Choice Boards

Teachers provide students with activity options for the current lesson. Students choose tasks that interest them and suit their learning style.

4. Learning Stations

Set up different stations around the classroom, each focusing on a specific skill or activity.

Rotate students through the stations to ensure they experience a variety of learning modalities.

5. Varied Instructional Methods

Use a mix of visual, auditory, and kinesthetic teaching methods to address different learning styles.

Incorporate multimedia resources, hands-on activities, and discussions.

6. Ongoing Assessment and Feedback

Continuously assess students' progress through formative assessments. Provide timely and constructive feedback to guide their learning.

7. Personalized Learning Goals

Set individualized learning goals based on each student's needs and abilities. Use these goals to guide instruction and measure progress.

8. Adapted Materials

Modify instructional materials to make them accessible for all students and use larger print, audiobooks, or simplified texts to help students with experiencing different learning challenges

9. Collaborative Learning

Encourage peer collaboration through group projects and discussions. Enable a classroom community where students support each other's learning.

How to Implement Differentiated Instruction: A Step-by-Step Guide

1. Assess Student Needs: Assess each student's learning style, strengths, and areas for improvement, then use this information to plan differentiated instruction.

2. Plan Differentiated Lessons: Incorporate varied instructional strategies and materials in lesson plans and adjust them based on student responses.

3. Create a Supportive Environment: Create a classroom culture that values diversity and encourages risk-taking, providing a safe space for students to express their needs and preferences.

4. Implement and Monitor: Implement your differentiated instruction plans, monitor IEP progress , and adjust goals or strategies as needed.

5. Reflect and Adapt: Evaluate your strategies and get feedback to keep improving.

A Real-Life Example of Differentiated Instruction Strategies

Mrs. Thompson, a 5th-grade teacher, implemented differentiated instruction to teach a science lesson on the water cycle.

Her class included 20 students, with three special education students:

• Alex has ADHD and struggles with attention
• Maria has dyslexia and finds reading challenging
• Jamal is on the autism spectrum and prefers visual learning

Mrs. Thompson started with a brief video explaining the water cycle to engage all students.

She then divided the class into three groups based on their learning needs.

Alex joined a hands-on activity group where students created a water cycle model using common materials, allowing him to move and stay engaged.

Maria worked with a group, using simplified texts and graphic organizers to help her understand and summarize the process. She received additional support from a teaching assistant.

Jamal joined a group that focused on drawing and labeling diagrams of the water cycle, which catered to his strength in visual learning.

Throughout the lesson, Mrs. Thompson circulated among the groups, providing individualized support and ensuring each student could grasp the concepts at their own pace.

This approach not only helped the special education students but also enriched the learning experience for the entire class.

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How to Teach Writing to Special Education Students

Do you teach letter writing in your special education class do you ever wonder how to teach special writing to special education students this year we have engaged in letter writing units to develop this functional skill., i teach my students letter writing in a few specific steps to develop a very functional and intentional program that builds upon learned skills to develop an independent letter writing experience..

I have a unit that follows a pretty specific scaffolded pattern to teach letter writing. I started to develop this mini unit because I was finding that my students really needed the foundation of writing skills before being able to venture into writing friendly letters on their own. My students in my special education class need to have all their steps taught to them in a very sequential order in order to build and develop understanding. 

It is so important to teach writing to special education students, many people start teaching letter writing in their special education classes with exposure to letters. we would go through a variety of examples, and read read read i always used the same colour coded technique to demonstrate the different parts of a letter., yellow highlighter- greeting pink highlighter- body green highlighter- closing or ending.

After going through a ton, and I do mean a ton of examples, we headed to the next part of the mini unit- tracing and scaffolded letters.

Students had the change to trace a variety of letters which was another way that i was able to teach students and expose them to a variety of letters. , this was another version of looking and following examples, but it gives students a very tactile experience while being exposed to this new skill., my students are really able to understand the letter writing process, as well as parts of a letter from this very slow and intentional scaffolded writing experience.  , after scaffolding letters and having students trace the letters, they are able to work on the letter fill in the blank activities., these activities are great because it takes some of the portions of the letter out, and students have to use their new found knowledge to fill in the blanks. i always give students some visual options in their word banks to be able to figure out and solve these new levels of letters. .

Next, students are able to work on a fully blank letter writing template, that has images and word banks from the board maker program on the bottom. 

This is another way you can continue to scaffold the letter writing acquisition process, while slowly building independence., i found that if i just showed examples, and had students write their own letters, there would be a lot of misunderstanding and anxiety as students were not able to go from the example to their own writing independently., this scaffolded method has really worked wonders in my classroom for my students, the last step of the letter writing process that i engage with my students seems pretty simple, giving a blank template and writing letters, this is so much more than a blank template because students have experienced all the other steps before getting to that blank template phases. it’s almost as if as things build with letter writing, its like the training wheels are taken off and students are able to bike on their own, students don’t really even feel like they are doing a new school completely on their own at this point, because they have been building the foundations of this skill and practice during this entire experience., there are many ways to teach writing and letter writing, but these are the tips and scope and sequence that have helped me develop a robust letter writing program in my special education classroom., i have taken some time to create a letter writing package so that you don’t have to you are of course welcomed to write and create your own package, however for the price of less than a coffee you can grab my print & go package yourself., you can find this print and go scaffolded letter writing package from my teachers pay teachers store, here. i hope you find this helpful as you continue to teach writing to special education students in your context.

If you ended up using my product, I would love to know how it went!! Connect with me on all my social channels (@specialed.advantage). I’m on tik tok, instagram, pinterest and facebook!!

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• Life Skills
• Language Arts
• How to Teach Students Their Personal Information

• Student will trace his a) first name and b) last name
• Student will match his personal information (a. name, b. address - street name. c. city, d. state, e. zip code, f. birthdate, g. age) with the appropriate section of a form.
• Student will be able to produce an ID card with his personal information in response to a personal information question such as “Can I see your ID” or “What is your address?” 
• Given the following personal information: name, birthday, and age, student will a) trace personal information b) copy personal information c) write personal information without a model.
• Student will complete a form using her personal information (a. name, b. birth date, c. address, d. phone number)

I love the way you have your objectives differentiated by letters- that makes so much sense! Teaching kids how to fill in forms is such an important skill! -Maria

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21 Writing Strategies To Help Aspiring Writers Plan, Create, and Finalize Their Work

Including smart ways to break through writer’s block!

Writing well takes practice and patience, but it’s a skill that offers real benefits both in the classroom and the real world. For many, writing is incredibly challenging, leaving people asking “Where do I even start?” Even experienced authors use a variety of writing strategies to keep themselves on track. We’ve rounded up some of the best writing strategies, with explanations and examples to help aspiring writers plan, organize, get started, and polish their final drafts.

Planning and Prep Writing Strategies

Organization writing strategies, writing strategies to overcome writer’s block, writing strategies to polish your work.

Before you ever put pen to paper (or fingers to keyboard), writing takes a lot of preparation and planning. Use these strategies to get yourself ready to write.

Mentor Texts

The best writers are the ones who also read voraciously. Reading helps you develop your general language and composition skills by exposing you to correct grammar, syntax, and more. Even more importantly, reading gives you examples of great writing (and often, bad writing). It allows you to explore different writing styles so you can develop your own personal voice. Author and screenwriter Ray Bradbury recommended reading one short story before bed every single night.

Many writers, especially students, use mentor texts as examples of the type of writing they want to emulate. Reading a few of these in the style of the piece you’re working on can inspire and guide you along the way. These texts can be books, magazines, articles, poems, essays, and more. Here are some of our favorite mentor texts in various styles:

• Opinion Writing Mentor Texts
• Narrative Writing Mentor Texts
• Procedural Writing Mentor Texts

To write convincingly about a topic, you must know it well, whether you’re working in nonfiction or fiction. If you decide to set your short story in Greece in the 19th century, you’ll need to know what life was like then. Writing about a main character who loves skateboarding means knowing the terminology and language of the culture. Deep knowledge on a topic adds realism and authenticity to any form of writing.

Regardless of what you’re researching, it’s important to use reliable primary sources. The Internet makes researching easier than ever before, but it can be harder to know whether your sources are trustworthy. Dedicated writers take time to verify their sources, and it’s especially important to teach young writers how to do so .

Taking good notes is vital when you’re researching. For some people, this means bookmarks and annotated text. Others prefer outlines or mind maps. Learn about smart note-taking strategies and choose a few that work best for you.

Immerse Yourself

Take your research a step further by truly immersing yourself in the time and place you’re writing about. Visit places in person if you can, or try virtual online tours through sites like Google Earth. These virtual field trips are a good option if you can’t get there yourself.

Meet or talk with people who have personal experience with your topic. Eat the foods of a country or culture, and listen to its music. Explore lots of visual sources, like pictures and videos. You can even hang some of your favorite images around your workspace for inspiration. The more familiar you are with a topic, the more comfortable you’ll feel writing about it.

Know Your Audience

Imagine you’re writing about whales. You’ve done lots of research and have plenty of interesting information to share. But the way you share it will vary a lot depending on who you’re writing for. If your audience is your teacher, you’ll probably want to use technical terms and cite your sources. But if you’re writing a book for little kids, your writing will be more descriptive and the language much simpler.

Ask defining questions like these:

• Who will read what I’m writing?
• Why are they reading it?
• What kind of language will they understand?
• What might they already know about this topic?
• What will these readers really care about?
• How will their personal experiences affect them as they’re reading?
• What style and tone of writing are they likely to enjoy most?

Character Profiles

Fiction writers need to create believable characters, with fully developed personalities. Some writers envision entire backstories for their characters that never make it onto the page. But these backstories inform their writing, driving their characters’ actions and choices. Try some of these ideas to develop strong characters:

• Create a family tree or relationship map of your characters
• Draw the characters, or describe their physical looks in detail
• Write timelines of your characters’ lives
• List their personality or character traits
• Describe a character’s hopes, dreams, and ambitions
• Determine the character’s voice: how they talk (words and phrases, syntax, etc.) and any accents, dialects, or code-switching they use

Start at the End

It sounds a little strange, but consider writing the final sentence or paragraph of your work first. After all, when you plan a trip, you almost always have a final destination in mind. How you get there may vary, but you’re ultimately striving toward a particular goal.

If you’re working on a nonfiction essay or research paper, writing the end first allows you clarify exactly what ideas you want your reader to walk away with. Then, you can work backward to fill in the details that support those ideas. Write your first paragraph last, and you’ll find it much easier to sum up your ideas and prepare the reader for what’s to come.

Fiction writers can do this too. In fact, many mystery writers start at the end, determining the solution to their mystery first. This allows them to build up the story around that resolution, ensuring the narrative hangs together. Picture your characters at the end of the story, then decide how you’ll get them there.

One of the hardest parts of writing can be keeping everything in order, especially when you’re writing longer pieces. Writers also need to manage their time to ensure they hit any deadlines or due dates they might have. These writing techniques can help.

Establish a Routine

Every famous author has had their own particular writing routine or habits. Stephen King sat in the same place each day , with his papers arranged carefully around him. E.B. White never listened to music while he wrote (although other distractions didn’t bother him). Hemingway wrote first thing every morning , as early as possible. Simone de Beauvoir wrote a little in the morning and then again in the evening.

Each one is different, but one thing is the same: They almost always followed the same routine and habits. This kept them focused and ensured they could meet the goals they set. Set aside a specific time for writing each day, and figure out the setting and habits that suit you best. Think about when you’ve been most productive, and try to replicate that as much as possible.

Set Writing Goals

We often teach students to set S.M.A.R.T goals : specific, measurable, achievable, realistic, and time-bound. These are ideal for writing, especially when you have a longer or more complex piece to finish. They also work if you just want to get a little better at your craft.

If you have a deadline or due date, start with that in mind and work backward. Be sure to allow time in your schedule for items like research, planning, a first draft, revision/editing, second draft, feedback, and a final draft. When you’re writing your first draft, consider breaking it into even smaller sections that will help you meet your goal and keep you on target. (Stephen King writes six pages a day; John Steinbeck was happy with just one.)

Outline or Story Map

For longer pieces, writers turn to outlines and story maps, creating the overall structure of their composition before they start writing in sentences and paragraphs. Some do this using the traditional outline structure , starting with the main points and filling in key details. Others like the sticky note method, where they write one fact or plot point on each note and move them around as needed.

When you map things out in advance, it makes the writing process itself much simpler. For nonfiction pieces, it ensures you don’t leave out any important information. In fiction, a story map helps you plan a narrative arc that hangs together and drives the story along. When you have an outline or story map in place, you can focus on finding the words to share these ideas with your audience.

Writing Template

A template can be a real benefit, especially for beginners or young students. It lays out the various sections and guides the writer through the process of completing each one. Think of a template kind of like training wheels; they help inexperienced writers feel a little more comfortable and keep them from missing important steps while they write. Check out our huge collection of free printable writing templates for elementary students.

If you’re a visual person, try a storyboard instead. This method uses a blank comic-book-style template to sketch out the action scene-by-scene. You don’t necessarily need to be a strong artist to use a storyboard, as long as you can get your ideas across in your drawings. Find a free storyboard template for younger students here.

Once you have your sketches, go back and add some text underneath. This might be dialogue, descriptive terms, or facts you want to include in that section. This text provides a terrific jumping-off point to begin writing in earnest.

It happens to everyone: the horror of the blank page—and a blank mind. The deadline clock is tick-tick-ticking, so you know you’ve got to do something, and do it pretty quick. Take a deep breath, then see if one of these writing strategies can help you break through.

Free-Write (Brainstorm)

This is all about just putting something down on the page. It doesn’t need to be good, it doesn’t need to follow grammar or spelling rules, it doesn’t even necessarily need to make sense! Just start letting words flow from your brain through the pen or keyboard and onto paper. In the same way that the physical act of smiling can actually make us feel happier, the physical act of writing or typing can sometimes get the creative juices flowing at last.

Write about anything, even the fact that you don’t have anything to write about, in a stream-of-consciousness style. When you feel up to it, transition into writing a bit about your topic or plot. Even if you only manage to write one good sentence or phrase you can use, it’s still progress.

Writing Sprints

Set a timer and just WRITE. Keep your pen (or fingers on the keyboard) moving the entire time, no matter what. If you’re really stuck, just write or type the same word over and over again until something shakes loose. Or combine a writing sprint with a writing prompt (see below) and let your words run free.

Short sprints of 5 to 10 minutes are great for warming up before a longer writing session. But you can also try longer sprints (up to an hour or so), where you purposely block out all other distractions. Turn off or mute your phone, set your device to distraction-free mode, shut the door or put on noise-cancelling headphones, whatever it takes. For the duration of your sprint, your only job is to write.

Writing Prompts

Use prompts to spark creativity and overcome writer’s block. Whether they inspire you to write a lot or a little, they get you into a creative mood and strengthen your writing muscles. We’ve got lots of writing prompts and topics to tackle:

• Short Story Starters and Writing Prompts
• Inspiring Picture Writing Prompts
• Kindergarten Writing Prompts
• First Grade Writing Prompts
• Second Grade Writing Prompts
• Third Grade Writing Prompts
• Fourth Grade Writing Prompts
• Fifth Grade Writing Prompts
• Creative Writing Prompts for Grades 4-8
• The Big List of Essay Topics for High School

A vignette is a short, descriptive piece that tries to bring the reader fully into one single moment. It doesn’t need a plot; rather, it tries to capture the mood and atmosphere with lots of evocative detail. Vignettes are a great way to jump-start your writing, establishing the setting of your piece or a particular scene you want to describe. Learn more about using vignettes here.

Having trouble figuring out your characters’ motivations, voices, or relationships? Try dialogue. You can approach this several different ways. One is to imagine and write a conversation between two or more characters in your story on any topic. You may or may not use this dialogue in your finished work; the point is to help you hear each character and their personality more clearly.

Another option is to have an imaginary conversation with a specific character out loud. Pretend you’re talking to them, and when they “respond,” speak aloud their voice as you imagine it in your head. Then, try to put those words into writing to see how they translate to the page.

Rough Draft

Initial drafts can actually be pretty freeing, because you’re not working toward perfection. Instead, you’re trying to get all your ideas onto paper for the first time, in sentences and paragraphs. Don’t worry too much about word choice, spelling, or even grammar at this point. Instead, just keep on writing. You’ll have plenty of opportunities to go back to revise and edit.

A rough draft might wind up being much shorter or longer than your final version. Some people like to write down anything and everything they’ve researched or planned for. Then, they condense and trim their text in later drafts. Others like to lay out the overall structure, then return to add more details and depth. Both of these methods are valid, so use whichever works best for you.

With your initial draft finally on the page, it’s time to edit, revise, and make it the best it can possibly be! These techniques and strategies will help you get there.

Captivating Opening Sentence

A strong opening sentence draws the reader in from the beginning. Try writing multiple versions to see which you like best. To ensure your opening is truly meaningful, share it with someone on its own, without the rest of the text for context. Ask what they think your writing will be about based on that single sentence, and if it interests them enough to want to read the rest.

Even nonfiction writing deserves amazing opening sentences. Darwin began On the Origin of Species by saying, “When on board H.M.S. ‘Beagle,’ as naturalist …” The book itself has a lot of dry technical writing, but that opening sentence evokes a sense of time and place, of adventure in far-off places, and it draws the reader in.

Avoid starting your writing with conventional phrases like “In this paper I will prove that …” or “I’m going to tell you about …” Thesis statements are important, but they’re rarely interesting enough to really intrigue the reader. Take a cue from Virginia Woolf, who opened A Room of One’s Own with: “But, you may say, we asked you to speak about women and fiction—what has that got to do with a room of one’s own? I will try to explain.”

Very few writers write a first draft that’s ready to be turned in or published. Instead, they revisit and refine their drafts multiple times, a process known as revision. When you revise, you focus on the overall structure and clarity of your work. Ask yourself questions like these:

Nonfiction Revision

• Is/Are my main point/s clear?
• Have I completely proven all the points in my thesis statement?
• Did I use facts to back up my assertions or opinions?
• Have I included citations or quotations that support my writing?
• Are there any areas where my writing is vague or needs to be clarified?
• Have I addressed any counterarguments and acknowledged alternative views?
• Does the overall structure make sense?
• Do my paragraphs transition well from one to the next?
• Should I add headings or subdivisions to make the paper easier to follow?
• Is my language and tone appropriate?
• Have I varied my word choice, refraining from repeating words or phrases over and over?
• Does my conclusion effectively and clearly sum up my paper?
• How will the reader feel when they finish reading this work, and does it match how I want them to feel?

Fiction Revision

• Does the story have a clear beginning, middle, and end?
• Is there a strong narrative arc?
• Have I left any plot holes or unresolved conflicts that may feel unsatisfying?
• How is the pacing? Does the story move along well, or does it get bogged down in places?
• Do my characters speak with clear, individual voices?
• Have my characters grown and changed as the story progressed?
• Do the characters’ voices feel authentic?
• Have I added realistic details without relying too heavily on description to carry the story? (“Show, don’t tell.”)
• Does the setting feel real? Can I picture myself living in that place and time?
• Is the conflict interesting enough to draw in the reader and hold their attention?
• How do I want the reader to feel when they finish the story? Have I accomplished that?

Once you’re happy with the overall structure and writing itself, it’s time to get down to the technical nitty-gritty. That means details like grammar, syntax, punctuation, and spelling. In other words, the time has come to proofread your work.

Word-processing programs or apps like Grammarly can help you catch a lot of these errors, making this job easier. But the final edit is ultimately down to you, so proofread and correct, then proofread again. Do your best to make your writing as technically perfect as you can, so the reader isn’t distracted by spelling mistakes or other minor problems.

One fantastic way to revise and edit is to read your text aloud, to yourself or others. Maya Angelou often read her writing out loud to her husband in the evening. “Hearing it aloud is good,” she explained. “Sometimes I hear the dissonance; then I try to straighten it out in the morning.”

Reading aloud is also ideal for catching errors like missing words or confusing sentences. You likely read much faster in your head than you do out loud, so this method forces you to slow down and focus. This is one of our favorite writing strategies for those who have trouble with attention to detail.

Peer Review

Experienced writers welcome feedback from others. Read the acknowledgements in any book, and you’re likely to find the author thanking their peer writing group or editors for substantially improving their text.

Some people find it hard to take feedback on writing, since it can feel very personal. Remember this: If you’re writing something only you will ever see, then you don’t need to worry about others. But if your writing is intended for an audience, you have to let that audience see your work to find out if you’ve truly managed to convey your ideas.

You don’t need to incorporate every suggestion or change your peers, teacher, or editor suggests. But feedback ultimately makes writing stronger and better. Seek it actively and use it wisely, and you’ll find it’s one of the most valuable writing strategies of all.

What are your favorite writing strategies to share with students? Come exchange ideas in the We Are Teachers HELPLINE group on Facebook .

Plus, must-have anchor charts for teaching writing of all kinds ..

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Predictable Chart Writing: Fostering Literacy in Special Education

• October 1, 2023

Predictable Chart Writing is a powerful teaching tool that has been widely used in special education classrooms to enhance literacy skills among students with various learning needs.  In this blog post, we’ll explore what it is, its benefits, and how it can be effectively implemented in special education settings.  We’ll also discuss the research supporting its use.  Let’s dive in!

What is Predictable Chart Writing?

Predictable Chart Writing, often referred to as “Shared Writing,” is an instructional approach that involves collaborative writing between teachers and students. It typically starts with a teacher-generated chart that contains a repetitive or predictable pattern. Students actively participate in creating the chart by contributing words, phrases, or sentences. These charts serve as visual aids for reading and writing activities.

Ready to get started now?  Check out a ready-to-implement resource:

• Enhanced Literacy Skills – supports the development of various literacy skills, including phonics, vocabulary, comprehension, and fluency. It provides a structured framework for students to engage with text meaningfully.
• Increased Engagement- This approach encourages active participation from all students. It creates a safe and inclusive environment where students can share their ideas, making learning more engaging.
• Improved Writing Skills- Students become more confident writers through repetition and guided practice. They learn to construct sentences, use appropriate punctuation, and understand basic grammar rules.
• Language Development-  promotes language development by exposing students to new words and concepts. It helps build their vocabulary and comprehension skills.
• Accessibility-  can be adapted to meet the diverse needs of students with disabilities. Visual supports, such as pictures or symbols, can be incorporated to assist non-verbal or minimally verbal students.

Implementing Predictable Chart Writing in Special Education Settings:

Predictable chart writing only takes 10-15 minutes out of your day.  It doesn’t take long and it’s time well spent!

• Choose age-appropriate topics:   Select relevant and age-appropriate topics for your students. Considering their interests is key to unlocking reading and writing skills.  The resource below uses the topic of zoo animals to introduce predictable chart writing.  Students complete an animal craft to peak their interest.  Then, they create their sentence.
• Use visual supports:   Incorporate visuals, such as pictures or symbols, alongside text to support comprehension and communication for students with special needs.
• Encourage Active Participation:  Ensure all students have the opportunity to contribute to the chart. Adapt the level of participation based on individual abilities.
• Repetition is Key:   Repetition helps reinforce learning. Use the same predictable chart over one week.  Each day, focus on something different (ie. how many words in each sentence, punctuation, upper/lowercase letters, etc.)
• Differentiation:   Tailor the activity to meet the unique needs of each student. Provide additional support, prompts, or adaptations as required.

Sample Schedule:

Monday:   Complete an art project or craft to build background knowledge about the topic for the week.  Discuss relevant vocabulary, too.

Tuesday:   Write the chart.  Provide a sentence stem for students and have them complete the sentence.  Multiple students might complete the sentence similarly, but that’s okay.  Provide a visual word bank for students who need more support.

Wednesday:   Reread the chart.  Choral read all the sentences as a class.  Then, have individual students stand at the front of the room to read individually.  

Thursday:   Cut up each sentence into individual words.  Mix the words up and have students put the words back in order.  This helps students interactively learn sentence structure.  As time passes, students can cut their sentences into individual words.

Friday:   Students will write sentences and draw matching pictures on a book page.  Put the pages together to make a class book!  Keep the class book in the classroom library.

Research Supporting Predictable Chart Writing

Research studies have shown the effectiveness of Predictable Chart Writing in special education. A study published in the “Journal of Research in Special Educational Needs” (2019) found that this approach significantly improved the writing skills of students with disabilities. Another study in the “Journal of Special Education” (2008) demonstrated increased engagement and literacy development in students with autism spectrum disorders.

In conclusion, Predictable Chart Writing is a valuable tool for special education classrooms, fostering literacy skills, engagement, and language development. Backed by research, this approach can be adapted to meet the needs of diverse learners, making it a fundamental resource for educators in special education settings. Incorporating Predictable Chart Writing into your teaching practices can lead to positive outcomes for your students and empower them on their literacy journey.

Do you want to learn more about teaching writing to special education students?  Check out my blog post on teaching the writing process to all students:

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Special Education and Inclusive Learning

Effective Special Education Lesson Planning

How to write a special education lesson plan: a comprehensive guide for educators.

Special education lesson planning is a crucial skill for teachers working with students who have diverse learning needs. This comprehensive guide will walk you through the process of creating effective, individualized lesson plans that cater to the unique requirements of special education students. By following these steps, you’ll be better equipped to design engaging, accessible, and goal-oriented lessons that promote student success.

Understanding the Importance of Special Education Lesson Plans

Special education lesson plans differ from general education plans in several key ways. They are highly individualized, catering to specific student needs as outlined in Individualized Education Programs (IEPs) . These plans must be flexible, allowing for various learning styles and potential modifications throughout the lesson. They are inherently goal-oriented, focusing on academic and functional life skills that are essential for student development. Additionally, special education lesson plans are data-driven, incorporating ongoing assessment and progress monitoring to ensure that students meet their objectives. These lesson plans are based on in school plans but Community Based Instruction (CBI) is really important for special education learners.

Gathering Essential Information

Before you begin writing your lesson plan , it’s crucial to collect and review essential information about your students and the curriculum. Start by thoroughly reviewing each student’s IEP, paying close attention to their goals and objectives, as well as any required accommodations or modifications. Take note of each student’s present levels of performance in academic skills, functional skills, and social and behavioral skills.

Understanding your students’ is a vital first step. Identify their preferred reinforcements and motivators, as this information will help you create more engaging and effective lessons.

Lastly, familiarize yourself with the relevant curriculum standards. This includes both state and district requirements, as well as functional life skills standards that may apply to your students.

Components of a Special Education Lesson Plan

A comprehensive special education lesson plan should include several key components. Let’s explore each of these in detail:

Lesson Objective : Begin with a clearly stated goal that aligns with both IEP objectives and curriculum standards. This objective should be measurable and achievable within the lesson timeframe. For example, “By the end of the lesson, students will be able to identify and name three different shapes (circle, square, triangle) with 80% accuracy.”

Materials and Resources: List all items needed for the lesson, including any assistive technology or adaptive equipment. This might include shape flashcards, an interactive whiteboard, tactile shape manipulatives, and communication devices for non-verbal students.

Anticipatory Set : Create an engaging introduction to capture student interest and activate prior knowledge. This could involve singing a topic-related song or identifying relevant objects in the classroom environment.

Direct Instruction: Provide a clear explanation of new concepts or skills using multi-sensory approaches. For instance, introduce each shape using visual aids, tactile examples, and verbal descriptions, discussing the characteristics of each shape.

Guided Practice: Include structured activities with teacher support and opportunities for immediate feedback. This might involve students sorting shape cards into groups, with the teacher providing guidance and corrective feedback as needed.

Independent Practice : Design activities for students to apply new skills independently, ensuring tasks are differentiated based on individual abilities. For example, students could complete a shape matching worksheet at their level, whether that’s picture-to-picture, word-to-picture, or word-to-word matching.

Closure/Plenary: Plan a review of lesson objectives and an assessment of student understanding. This could involve playing a quick identification game to check comprehension and recap the lesson’s key points.

Assessment: Incorporate both formative and summative assessment methods, along with clear data collection procedures. You might use a checklist to record each student’s ability to identify shapes during various lesson activities.

Differentiation and Accommodations : Specify modifications for individual students and alternative methods of presentation and response. For instance, one student might use a voice output device to name shapes, while another may need enlarged shape cards with textured outlines.

Strategies for Effective Special Education Lesson Planning

To create truly effective lesson plans, consider incorporating the following strategies:

Universal Design for Learning (UDL) principles : Provide multiple means of representation, offer various ways for students to express their knowledge, and incorporate diverse engagement techniques. This approach ensures that your lessons are accessible to all learners, regardless of their specific needs or learning styles.

Multi-sensory instruction: Incorporate visual aids like pictures, videos, and charts; auditory components such as songs, rhymes, and audio descriptions; tactile elements including manipulatives and textured materials; and activities that involve movement-based learning. Multi-sensory learning approach caters to diverse learning styles and reinforces concepts through multiple channels.

Task analysis: For complex skills, break tasks into smaller, more manageable steps. Provide visual schedules or checklists to help students navigate through these steps independently. This strategy is particularly helpful for students who may become overwhelmed by large or complex tasks.

Behavior management: Include positive reinforcement strategies in your lesson plan and prepare for potential challenges and transitions. Having a clear plan for managing behavior ensures that learning can proceed smoothly and that all students have the opportunity to engage with the material.

Assistive technology integration: Incorporate relevant devices and software into your lessons, and be sure to plan for tech setup and troubleshooting time. Assistive technology can be a powerful tool for increasing student engagement and accessibility.

Flexible grouping: Plan for a mix of whole group, small group, and individual instruction. Consider incorporating peer tutoring opportunities, which can benefit both the tutor and the tutee. Flexible grouping allows you to address individual needs while also promoting social interaction and collaborative learning.

Continuous Improvement in Lesson Planning

Developing effective special education lesson plans is an ongoing process. After each lesson, take time to reflect on its effectiveness. Consider what worked well and what could be improved. Seek feedback from your students and colleagues to gain different perspectives on your teaching strategies.

Regularly update your plans based on student progress and new insights. Stay informed about emerging special education teaching strategies by attending professional development sessions, reading current research, and collaborating with other special education professionals.

3 Exemplar Special Education Lesson plans

Lesson plan 1: math – shape identification.

Special Education Lesson Plan 2: English Language Arts – Story Sequencing

Lesson Plan 3: Life Skills – Money Management

These lesson plans demonstrate comprehensive planning for special education students, incorporating individualization, multi-sensory approaches, UDL principles, and appropriate assessments. They provide clear objectives, detailed procedures, and specific accommodations to meet diverse student needs.

Writing effective special education lesson plans is a skill that develops over time. By focusing on individual student needs, incorporating multi-sensory instruction, and remaining flexible, you can create lessons that engage and support your special education students. The process requires careful consideration of each student’s unique learning profile, thoughtful integration of curriculum standards and IEP goals, and a commitment to ongoing assessment and adjustment.

As you implement these strategies and refine your lesson planning skills, you’ll find that your lessons become more engaging, effective, and tailored to your students’ needs. This, in turn, will lead to improved student outcomes and a more rewarding teaching experience. Remember, the goal is not perfection, but continuous improvement and a steadfast commitment to meeting the diverse needs of your special education students.

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24 Activities, Teaching Strategies, and Resources for Teaching Students with Autism

By andy minshew.

• April 10, 2024

Autism spectrum disorder (ASD) is a neurodivergent condition that affects communication, behavior, and learning. Psychologists use the term spectrum disorder because symptoms and support needs vary depending on the child. Although clinically defined as a disorder, having autism does not mean something is wrong or “needs to be fixed” with a child; it means their brain is wired in a different way from what is considered more common or neurotypical .

A few common signs of autism include:

• Difficulties reading and reciprocating neurotypical social cues
• Intense, repetitive behaviors and interests
• Sensitivity to visual, auditory, and/or other sensory stimuli

Autistic individuals make up about 2% of the population , a figure that has risen in recent years as clinicians have gotten better at recognizing symptoms and have integrated conditions that used to be considered distinct like Asperger’s syndrome and PDD-NOS into one diagnosis spectrum. This means that about 1 in 36 of the children you teach will be diagnosed with autism.

Want to better support students with autism at your school? Read on to find 24 tips and lesson ideas for supporting children with autism.

Social Skills Activities for Elementary Students with Autism

Students with autism often have trouble interpreting and mirroring neurotypical social cues; the same is true of non-autistic students for interpreting and responding to autistic social cues. While both autistic and non-autistic students often feel empathy for each other, they don’t always know how to communicate in a way their peers with a different neurotype understand. This is known by psychologists as the double empathy problem .

The activities below can help autistic and non-autistic students gain social skills that help them empathize with their peers and recognize emotional cues in themselves.

Remember that not all children may be comfortable speaking or sharing in groups. Follow the child’s lead to see where their comfort level is.

1. Emotion Cards

These printable cards (available in Spanish here ) can help your students learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that’s okay—just show them the word and give them context for the emotion shown. If the card is “embarrassed,” for example, you could say, “When a person is embarrassed, they might feel like they have done something silly by accident.”

You can also use these behavior cards (available in English and Spanish ) to help children pair emotions with actions.

2. Sharing Time

Sharing time is a classic elementary school staple, and it can also be a great social activity for kids with autism, who often have passionate interests in specific subjects. Every week, have one student bring in something that they’d like to share with the class.

Remember to lead by example. To get started, show the class something you are interested in.

This activity will not only show students how to discuss their interests with others but also how to practice active listening. And if they’re fascinated by something another student brings in (or vice versa), they may even make a friend.

3. What Would You Do?

For a take-home empathy activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like “How would you help?” or “What would you say?”

4. Name Game

This fun group communication activity teaches students an essential skill: how to introduce themselves and learn someone else’s name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name (“I am Mr. or Ms. _____.”). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turns saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children to do at the beginning of the school year. That way, they’ll be able to learn their classmates’ names and get a head start on making new friends.

5. “How Would It Feel to Be ____?”

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you’re reading a picture book about Cinderella, for example, you could ask how they would feel if they had two stepsisters who were mean to them. Or if you’re reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students practice empathy and see situations in their life from another perspective—a useful skill for communicating with people of a different neurotype. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

Sensory Activities for Children with Autism

Children with autism are often over- or under-sensitive to sights, sounds, and other sensory stimuli. Specific sensitivities and accommodation needs vary depending on the individual. Keep these resources in mind as you get to know the students with autism in your class to help support their sensory needs.

6. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism stay emotionally regulated and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you’re sure to find something useful for your classroom.

7. Sensory Sound Resources

When the phrase “sensory play” comes up, visual or tactile activities usually come to mind first. Autism Adventures , however, suggests including activities and resources that involve sound or aid in noise reduction—with a few examples to help you brainstorm class activities or accommodations:

• Musical chairs
• White noise machine
• Noise-canceling headphones
• Rhythm instruments like shakers, rain sticks, or drums

8. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage independent play, which can have academic benefits for students. And second, they’re a straightforward and accessible sensory experience for students with autism.

Little Bins for Little Hands has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students’ needs.

9. Sorting with Snacks Activity

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, addition, or subtraction. Once they’ve grasped the concept you want to teach, reward your students by letting them eat the snack.

10. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online. Look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you’d like or as a STEM activity for elementary students .

Calming Activities to Help Students with Autism Regulate Emotions

Many people with autism experience difficulty with self-regulation , especially as children. This can lead to moments of emotional or sensory overwhelm known as meltdowns or moments of withdrawal known as shutdowns .

If your student with autism is experiencing distress, these activities can aid them with self-regulation.

11. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out these printable Waterford resources:

• Nature Walk
• Group Project

12. Calm-Down Cards

If your student with autism struggles with emotional regulation after experiencing strong feelings, calm-down cards can be a helpful resource. A mother of a child with autism created a how-to on creating your own calm-down cards at And Next Comes L .

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety.

13. Mindfulness Exercises

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try mindfulness activities like breathing exercises to help them self-regulate.

14. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they are overwhelmed:

• Count to ten or recite the alphabet as slowly as you can
• Listen to calming music and pay attention to the different instruments
• List five different things that you can see around the room
• Try stretching or simple yoga exercises and focus on how your body feels
• Hold something tactile like a piece of clay or a stuffed animal

15. Student Retreat Zone

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the “Student Retreat Zone” and fill it with sensory toys, picture books, comfortable seats, and calming activities that students could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don’t have to single out your student with autism but you can still let them know that it’s an option. If your student with autism seems like they could use some time away from class, you could also ask them if they’d like to read or work on homework in the library for a while.

16. Calm Down Kit

Tactile toys can help children with autism calm down if they’re overwhelmed. Fill a drawer in your classroom with toys that could help them self-regulate. When your student seems stressed or has trouble focusing, ask them if they would like to pick a toy from the calm down drawer.

Here are a few ideas for sensory toys to put in your calm down kit:

• Fidget toys
• Stress balls
• Weighted blankets
• Aromatherapy pillows

Effective Teaching Strategies for Children with Autism

You may have heard the phrase , “If you’ve met one person with autism, you’ve met one person with autism.” Every child is different, and the teaching strategies you use will need to take their support needs into consideration. That being said, these strategies can help you be mindful of common accommodations and resources that can help students with autism feel comfortable in class. Many can also be helpful to engage children without autism in your lessons.

18. Bring Special Interests into Lesson Plans

Many children with autism have an intense passion for certain topics or activities. This is often called a special interest. Take advantage of what they’re passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our solar system.

19. Use Visual Learning Aids

Many, though not all, kids with autism are visual thinkers . Renowned scientist and autism advocate Dr. Temple Grandin once said, “I used to think adults spoke a different language. I think in pictures. Words are like a second language to me.”

Lessons that include visual aids can help students with autism who have this learning style grasp concepts more naturally. You could, for example, teach children with autism sight words with magnet letters.

20. Create and Share a Daily Classroom Routine

Routines make children with autism feel safe and help them prepare for transitions between activities. Post your daily class schedule in your room for every student to see and, if possible, provide extra transition time to students with autism.

21. Hold a Professional Development Session on Autism for Educators

It’s important to teach faculty about supporting students with autism. If you’re a school administrator, hold a professional development session on teaching students with autism led by a specialist. Teachers, consider requesting a professional development opportunity so administrators know there is interest in your district.

Activities for Autism Acceptance Month in April

April is Autism Acceptance Month! Use these activities to make sure your curriculum includes autistic representation year-round and to get ideas for observing this awareness month in elementary schools.

22. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol, but many neurodiversity advocates feel that it spreads the idea that autistic people are missing something or incomplete compared to neurotypical people. Instead, the infinity symbol is used to represent the diversity in experiences of neurodivergent people.

Decorate your classroom bulletin board with a colorful infinity symbol to spark conversation on neurodivergence and help students with autism and their families feel welcome and accepted.

23. Teach Students About Famous and Historical Autistic Figures

Educate students on autistic people in history and the present day to give students with autism curriculum that mirrors their experiences and offer neurotypical students a window into experiences that are different from their own. This is important to do not just in April but throughout the year.

Here are a few well-known autistic people or historical figures believed by psychologists to have autism to get you started:

• Greta Thunberg – Climate change activist
• Temple Grandin – Animal behaviorist, author, and autism advocate
• Thomas “Blind Tom” Wiggins – Nineteenth-century piano prodigy and composer
• Sir Isaac Newton – Mathematician, physicist, astronomer, alchemist, and author
• Hans Christian Andersen – Fairy tale author, artist, and storyteller

24. Read a Picture Book About Characters with Autism

Reading picture books about characters with autism is another way to help autistic students feel seen and give neurotypical students a window into different experiences. Keep these picture books about characters with autism in mind for read alouds or to include in your classroom library :

• The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca
• My Brother Charlie by Holly Robinson Peete
• Different Like Me: My Book of Autism Heroes by Jennifer Elder
• This Beach is Loud! by Samantha Cotterill
• Trampoline Boy by Nan Forler

[note color=”blue”]

Waterford Reading Academy: A Certified Autism Resource

Waterford’s early reading curriculum is a Certified Autism Resource (CAR), given by The International Board of Credentialing and Continuing Education Standards. It meets PreK-2 learners where they are and provides scaffolding to help learners gain proficiency in key literacy skills.

Follow the link here to learn more about Waterford curriculum and how it can support neurodivergent learners with explicit instruction based on the science of reading.

[note color=”green”]

Andy Minshew is an educational content writer for Waterford.org. He has developed articles, ebooks, help instructions, and other Waterford resources for educators and families since 2018. He is also an Audiofile Magazine reviewer and a librarian advisor for EBSCO NoveList. He loves visiting art museums, participating as a member of the Tolkien Society, and hiking with his family.

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Highly Engaging Science for Students in Special Education

By integrating age-appropriate modifications, special education teachers can design high-interest, standards-aligned science units.

Many high school special education teachers have access only to materials geared toward young students, which makes it difficult to provide all students with an age-appropriate science experience. However, teachers can provide a high-level integrated science experience for students with significant disabilities. Chelsie, the science expert, and Sara, the special education expert, spent a year developing this comprehensive model to make science accessible to each student in the high school setting. 

To illustrate the process, we’ve designed a high-interest unit about squirrels to explore this question: How do traits of a species and their environment impact survival? Special education teachers know that these types of cross-curricular lessons require careful planning, modification of standards-based lessons, and the integration of assistive technology. When teachers are intentional about practicing cross-curricular skills to learn science, students gain valuable knowledge and skills.

3 Steps to Adapting Science Content

1. Standards-based integrated unit planning. First, you need to obtain all alternative assessment standards applicable to your state. Our squirrel-themed unit identified three science standards from the Iowa Core Essential Elements Standards to drive the learning. Having a small number of standards makes the task seem manageable and cognitively appropriate for students. To build a unit around the standards, look for themes that align with student interests.

For this unit, the focus is on squirrels. Squirrels are of high interest to students and an animal they can easily identify. While learning about the genetics of squirrels, students are reading and writing, as well as conducting research that requires calculations and modeling. This model uses a science concept that requires cross-content skills to support new science learning. As this is an integrated unit, it is important to review other content standards. Alternative math and English language arts standards are vital to support the lessons and tasks being developed. To further enhance the lessons in your unit, infuse 21st Century Skills and alternative social studies standards. Integration of several different core standards into one lesson of the squirrel unit allows the teacher to monitor different skills during a single task or activity. This multistandard approach maximizes instructional minutes.  

Current individualized education program (IEP) goals can be targeted as well. Teachers are tasked with not only addressing student IEP goals but also designing and delivering specially designed instruction. By keeping student goal areas in mind as you create your own unit, you will be able to provide meaningful and engaging lessons without losing valuable instructional minutes.

For example, another lesson in the unit targets students with reading comprehension goals . We were able to modify a text not only to be used for the lesson but also to monitor progress. There are several opportunities for students to engage with media in the mode of video, pictures, charts, and varied readings that are age-appropriate and may also be used for comprehension progress monitoring.

2. Modifications. Modifications should support the student’s communication needs and will be age-appropriate. Sometimes modifications to media and other sources become more juvenile. This can be common, especially for students on the alternative assessment. We sought to find age-appropriate materials and make the necessary modifications to those materials rather than finding materials at their instructional level.

As you explore the unit, notice that there are modifications made to some tasks, and the teacher handbook makes further suggestions on modifications for each lesson. Use your judgment, and make additional modifications that hold true to the targeted standards. This specific unit was written at the high school target level but offers assessment points at each level in the Dynamic Learning Maps .

Modifications of quality sources, rather than the use of elementary or juvenile sources, will allow students to verbalize, write, or draw responses to questions at a high level. Another modification to consider when using age-appropriate sources is to allow for a choice of response styles. For example, if an exemplar text only has a written response, that does not mean you discard it. Instead, consider whether the student needs generated responses, fewer choices, visuals, oral responses, or other alternatives to access the text. 

As you continue to create, consider using class and small group discussions. Incorporate model building, hands-on activities, and movement. Modifications will not change the achievement target but allow for differentiation for your students and their learning needs. For example, the Hungry Squirrels game could be played at many different scales using 2D and 3D materials, with sound added to the materials, or adjusted for students’ physical abilities. 

3. Integration of assistive technology. Finally, assistive technology is an important part of how students can access science lessons and demonstrate their knowledge. This is a low-technology supported unit. The low-technology focus was intentional to support accessibility for most classrooms. 

We created a communication board specific to the unit using subscriptions and symbols we had access to. We also included sensory bins for students who would benefit from a sensory break that is tied to the unit’s theme. If you have low-vision students, additional prompts and color contrast for multimedia and online content can increase accessibility.

Following these three steps, teachers can create an age-appropriate, carefully planned, modified, standards-based unit with integration of assistive technology that is engaging for all students.

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In Student-Centered Classrooms, the Instructor Must Come First

By  John Warner

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July half gone, this is the time of the year that one’s thoughts may first turn toward the fall semester.

Hopefully not too many thoughts. It is only July, after all.

Unfortunately, I think the challenges of the last several years have infused a certain amount of dread into these thoughts, well beyond the usual anxiety (or excitement) of confronting a new year. This is particularly true for the writing teachers that I work with to help them evolve their teaching approaches.

One of the things I’ve heard more than once is a sentiment along the lines of I’m doing everything I can, and it’s not working .

This sentiment echoed in my head when I read a recent piece by Sarah Rose Cavanagh at The Chronicle discussing what she perceives as a backlash against “student-centered teaching.” Cavanagh is the senior associate director for teaching and learning at Simmons University, and she has heard similar sentiments:

“I encounter that sentiment whenever I give talks or run workshops at campus teaching centers. ‘My faculty are saying to me: I’m just done. Done!’ said one such center director recently. ‘And these are my most dedicated, most student-focused teachers!’ I see the same frustration reflected in social-media posts from some of my professor friends. And I read some possible causes in essays about growing student incivility in the classroom, and in scholarly work that calls for us to appreciate how women and faculty of color bear the brunt of such disruptive behavior.

“In fact, I’ve been hearing these rumblings to such a degree—and gathering strength over time—that I’ve begun thinking of it as a growing backlash against student-centered teaching, at least in its most concentrated form.”

As someone tasked with institutional support for helping instructors do their best work, Cavanagh offers a number of recommendations , all of which I strongly endorse. I want to add some additional thoughts from the perspective of someone who—over the course of years—evolved my pedagogical approach to be more student-centered, without ever having heard that term before, and the kind of individual mindset that I think helps when moving through this process.

• Student-centered learning at its best is inherently collaborative.

The biggest shift in my mindset was to embrace that my courses were going to be a “shared inquiry into the subject at hand.” It was my job to set the curriculum and challenges for students to work through, but I had to be open to the journey through those challenges deviating from my expectations. Learning was going to happen, but the exact contours of that learning were not apparent.

To achieve this collaborative spirit, I started engaging in radical transparency, attempting to make all aspects of the course and student attitudes toward it open for discussion.

Out of the gate, I did my best to establish a framework of appreciation at the center of the course in order to invite students into a discussion of the inherent fascinations of writing. At the same time, I was open to whatever negative experiences and feelings they had with our subject.

No student was obligated, by me, to do exactly what I was asking them to do. Students had the opportunity to opt in or not. This is their right. I tried to make opting in as tempting as possible, but I wasn’t going to micromanage the lives and attitudes of college students. If this resulted in a student receiving a grade lower than they wished, that was their responsibility, not mine.

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• Student-centered teaching puts more responsibility on students, not less.

One of the mistakes I see highly dedicated faculty making in teaching writing is trying to give students access to more stuff (resources, instructor time) in order to meet every student’s needs. Rather quickly, this sets up a disempowering dynamic for students, where the expectation becomes that the instructor will knock down barriers between the student and success.

I lived this for years.

Now, I instead advocate for thinking about the class context in terms of establishing an appropriate atmosphere for learning. Students need to know what they’re being asked to do and why they’re being asked to do it and then be given sufficient resources and guidance to approach those challenges.

Once that baseline is established, it’s not that no additional help is forthcoming, but in my experience, that help often takes the form of redirecting students toward the resources and opportunities that are already present rather than me having to do additional work.

Student-centered work should absolutely increase student autonomy rather than working the other way around.

• Student-centered does not mean instructors sacrifice their own well-being.

The origin of my own shift had nothing to do with wanting to do better by students and everything to do with the fact that I was courting frustration and burnout in my work. Setting a classroom atmosphere rooted in what Cavanagh calls “intellectual challenge” does not and should not require more work or additional sacrifice from the instructor.

My evolution was explicitly predicated on my need to do less. Over time, I found that I could do less that also meant more by changing the nature of what I was asking students to do (build their writing practices).

• Student-centered learning is not a solution for structural problems around teaching.

The chief reason I evolved my approach was because the high student loads were wearing me down and I could not do what I was doing any longer. My student loads came down somewhat when I switched institutions, but the amount of work required to teach writing courses full-time combined with the very limited salary I received for that work ultimately drove me out of teaching.

I miss teaching all the time and still do it in limited tastes when I get the chance, but I have never regretted leaving an impossible situation behind. Instructors should not feel obligated to sacrifice themselves in the face of structural problems that are out of their power to address.

What this looks like for folks who do not have the option to leave will vary, but one of my consistent refrains with the instructors I work with is “You can only do what you can do.” As Cavanagh notes, it is often the most dedicated teachers who are most susceptible to burnout and sacrifice, so if anyone is feeling obligated to solve the insolvable through their own sacrifice, my advice is don’t try it.

You can only do what you can do.

For me, student-centered teaching was the equivalent of putting on my oxygen mask when the plane depressurizes before helping others. Considering my needs first really did give me the space to reconceive what I was requiring of students. It extended my teaching career for years until that fuel was ultimately exhausted.

It also gave me the additional fuel that has allowed me to stay involved with these issues that mean so much to me without sacrificing my economic and emotional well-being.

Student-centered teaching isn’t a technique or method. It’s a mindset, and I think that mindset should first consider the needs of the instructor, who is, for obvious reasons, a very important ingredient to student success.

A Hopeful First Year for New Texas Funding Model

Texas embraced a new, performance-based funding model for community colleges.

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Special Ed. Policies Can Change Fast. Districts Can Help Families Navigate Them

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Several states in recent years have raised the maximum age at which students with disabilities are eligible to receive special education services from their schools.

The changes, often driven by a shifting legal understanding of what federal special education law requires, can offer a lifeline for families whose children can benefit from additional time in school, often to learn more tangible life skills before the next step or even as a stopgap between school and adult services for which wait lists are the norm.

But some states have experienced particularly complicated situations with regard to special education eligibility, with several changes in the span of just a few months.

For example, Pennsylvania in August 2023 announced that schools must extend services to students until their 22nd birthday. A few weeks later, three school districts challenged the change, and a court sided with the districts in May, temporarily halting the new eligibility rules. Four days later, the age-22 eligibility rule was reinstated after the state education department appealed the court ruling.

The back-and-forth highlighted how tricky it can be for districts and families to try to navigate a complicated and shifting special education eligibility-policy landscape.

Given the complications, what is a school district to do?

Here are a few tips from district leaders who have been dealing with such situations on what schools should do to help students and families stay abreast of changing special education policies and minimize disruption.

Be transparent about what you know—and what you don’t

The toughest part of quickly changing policies is that school staff don’t really know what will happen until it’s happening, said Audrey Trainor, a professor of special education at New York University who studies the transition from childhood to adulthood for people with disabilities.

As soon as districts become aware of potential changes to the cutoff age for services or available offerings, staff should communicate with the families that could be affected, said Kirsten Scheurech, director of special education services for the Derry Township district in Pennsylvania.

District leaders should tell families what they know—and what they don’t, Scheurech said, and let families know when they might expect some resolution. That could include information such as when new legislation is proposed or when a lawsuit is pending.

“We were preparing families that we’re kind of at the mercy of these court cases,” Scheurech said. “By doing that, we had to call families and say, ‘You are coming back,’ and then, ‘You’re not coming back.’ Families kind of laughed with us to a degree because we prepared them for that possibility.”

Establishing those relationships and a sense of trust and prioritizing transparency can ease families’ frustrations during a period of uncertainty. Still, districts should be prepared for some blowback, and understand it’s usually more about the impact of the change than actual anger with the district, Scheurech said.

“Depending on the family and the situation and the relationship you might have, sometimes families blame the messenger,” she said. “We’ve tried to be as proactive as possible, but there’s always going to be those cases where families don’t want to hear the message. You still have to navigate it.”

Start planning early for the transition to life after school

Trainor recommended that educators managing a student’s individualized education program, or IEP, meet with the student and their family to discuss life after the traditional four-year high school track long before graduation.

Oftentimes, parents don’t know their child can continue to receive services past the time their peers have graduated, and that can make all the difference.

School representatives should come to these meetings prepared with materials about services they’re prepared to offer, as well as other options like state-funded disability services or vocational programs geared toward acclimating adults with disabilities to the working world.

During these meetings, school representatives should detail how long students with disabilities can remain in the public education system.

Such transition meetings can help build a bridge between families and the school system, making any future policy changes or disruptions more manageable by cultivating an environment in which parents feel comfortable asking questions and for help understanding new concepts, Trainor said.

Consider the impact

Even the best-laid plans can be uprooted by state-level policy changes.

If a state policy only allows students with disabilities to stay in the public education system until their 21st birthday, and it changes midyear to allow students to stay until they turn 22, for example, it would be understandable for families to want to take advantage of that extra time, Trainor said.

For some families and students, that is the best choice. But school staff should also help families understand the potential psychological impact that changing course could have on students who have gone through school with a particular post-graduation plan in mind.

Moving on from high school is a big milestone for students with disabilities—one they often look forward to and equate with graduating from high school or college.

Moving the goal post to have them stay in a program longer, especially if they’re close to aging out when a policy changes, could do more harm than good, Trainor said.

“That’s the kind of thing policymakers don’t always think about,” she said. “These are kids’ lives we’re talking about.”

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