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.