The Writing Process

The writing process involves more than prewriting, writing, revising, editing, and publishing. There are things to consider before even putting thoughts to paper, primarily fine motor skills and cognitive functioning. Teachers need to ask themselves: do all of my students have the physical ability to make precise coordinated movements using the muscles and joints of the wrist, hand and fingers (Cochrane, Knickle, Philps and Welsford, 2012) and do any of my students have cognitive disabilities that interfere with their productivity somewhere else in the writing process?

Writing is a powerful way for students to express their learning and thinking. Whether it is holding the pencil, spelling a word or deciding on what comes next, for many students with learning disabilities the process of writing may be so taxing that they never get to completely share what they fully comprehend and understand.  Hetzroni and Shreiber (2004) suggest the ability to produce improved written material may be enhanced once the students use computer word processors. They also indicated that the use of word processing might enable individuals with learning disabilities to focus on issues such as structure, organization, and clarity of writing, which would also assist them (and others) in reading their own products.

Fahsl and McAndrews (2012) write that many strategies and accommodations can be provided through the use of technology. It may be beneficial for those students to audio-record their journal entries first and transcribe them at a later time. Computer programs are also available, such as Dragon Naturally Speaking (Nuance Communications, 2010), that allow the students to dictate their compositions to the computer for automatic transcription. This will allow the students to focus solely on what they want to say without the cognitive task of writing at the same time. Computers also have many other applications that are beneficial to students with learning disabilities. Providing the option of word-processed entries instead of handwritten entries may facilitate completion and also support students who have fine motor skill deficits.

As teachers, we should embrace the freedom that assistive technology brings to our students. Many schools are jumping on board with assistive technology. Shah (2011) writes that iPads and other tablet computers are more than a novelty for many students with disabilities, including deaf students, children with autism, and children with Down syndrome. They are tools that pave a fresh path to learning. 

We want all of our students to be successful; to demonstrate what they know and can apply. So it is up to us to incorporate the assistive technology to provide equal opportunities to learn. Each individual is unique so diverse techniques are required to meet all learners needs. Whether they require assistive technology remedially or compensatory, it is up to us to provide them with the tools that they need.

Remediation vs. Compensation

Schools generally use remediation techniques with students for writing output in the early grades. There are low tech assistive technology devices such as: pencil grips, move and sit wedges and slant boards help correct fine motor skills that children bring to school. With practice, students’ skills improve.

However not all difficulties in writing output are due to physical ability. More often than not, the issues involve cognitive disabilities. Using graphic organizers, partner writing, or pictures do not improve cognitive disability; it only builds the frustration. As students move through school, the emphasis moves away from handwriting ability and focuses more and more on what a student understands and can apply. Here is where the remediation versus compensation issue arises.

Remediation allows the student to gain the foundational skills necessary for academic success. Compensation allows students to bypass the academic challenges which result from their learning disability, while they are receiving remediation. With compensatory techniques, students have access to the education curriculum despite their learning challenges; allowing students to demonstrate what they know and can apply.

Why not provide students compensatory assistive technology when it becomes clear that remediation is no longer working. Isn’t part of our goal to provde independence and success?

Bibliography

Cochrane, Knickle, Philps & Welsford (2012). Fine Motor Skills [webinar].

Fahsl, A. J. & McAndrews, S. L. (2012) Journal Writing: Support for Students with Learning Disabilities. Intervention in School and Clinic Vol. (47),4, p. 234-244.

Hetzroni, O. E. & Shreiber, B. (2004). Word Processing as an Assistive Technology for Enhancing Academic Outcomes of Students with Writing Disabilities in the General Classroom. Journal of Learning Disabilities. Vol. 37 (2), p. 143-154.

Nuance Communications. (2010). Dragon Dictate. Retrieved from http://nuance.com

Shah, N. (2011) iPads Become Learning Tools for Students With Disabilities. Education Week Digital Directions Vol. 5 (1), p.12.