Integrated Writing Instruction
Students with writing disabilities typically find the act of writing to be both difficult and unrewarding. These students' resulting lack of motivation to write can lock them into a downward spiral, in which they avoid most writing tasks and fail to develop those writing skills in which they are deficient. Indeed, for some students, a diagnosed writing disability may not be neurologically based but instead can be explained by the student's simple lack of opportunities to practice and build competent writing skills.
This issue of The Practical Teacher provides an integrated approach to classroom writing instruction designed to accommodate the special needs of disabled writers, as well as those of their non-disabled peers.
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