Writing for students with significant disabilitiesAngel LeeUNCC

1

1What is writing?the generation or creation of information by an individual such as making a useful mark, composing to a scribe, or created a product to share with othersTwo elements within writingThe process of generating ideas and/or informationThe task of making marks or symbols on paper, creating a permanent product2

When considering how you might include writing into your students daily activities remember two things, You will need to end up with a permanent product that relays the thoughts or ideas of your students. During this power point presentation I will use the word writing to reference to end result of a permanent product, not necessarily meaning traditional writing.2Writing or not3Alex is placing pictures that have been given to him by his teacher in a sequence using a jig that is labeled + =

When he has completed a sequence, he places a block at the end to signify the end of his thought or idea. The pictures are labeled on the back with S, V, or A that will be faded over time.

Alicia is to identify pictures that match a written sentence that the teacher reads to her. She points to the correct picture after the teacher reads the sentence and says You pick the matching picture. There is a picture above each sentence but this picture doesnt correspond with any of the choices provided to Alicia to promote her generalization of the same idea (e.g., We are going to the beach.) and two different pictures of the beach are used- one in the stimulus and one in the two choices presented to Alicia). subjectverbadjective/adverb

Take a minute to read through these three activities. These are some not so traditional ways for students to demonstrate writing. Would you say that all three are writing? Do they all result in a permanent product?3Objectivesoutline typical stages of writing the production of symbols the process of writing that is best practiceExplore how the priorities may be different for students with students with significant disabilitiesconsidering the production of purposeful markings to represent information composing thoughts and ideasExplore how the use of assistive technology can play a critical role in the production of writing

4

During our time together we will look briefly at the typical stages of writing, consider how the priorities for students with significant disabilities may differ from typically developing students, as well as how we might use graphic organizers to support students. We also want to consider how we might use assistive technology to remove barriers.4Writing Traits5

5Content/ideasconcentrates on the use of cohesive ideasIs my message clear and focused?Students are encouraged to use clear, unique, interesting thoughtsDid the reader learn something new?Graphic organizers are very useful for organizing ideas

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htmFor additional information and an activity6

The first of the writing traits is the content or the ideas that have been generated. For swsd, this is probably the easiest of the traits to accomplish. There are many useful graphic organizers.6Information/organization addresses the use of a logical sequence and an engaging leadIs my paper easy to follow?Is there a strong conclusion?

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/organization.htmFor additional information and an activity7

Information and organization is a concept that you may already be teaching. Many students learn to sequence events, be it their daily schedule or pictures that retell a story. The same steps will be followed in writing.7Grammar/mechanics includes the correct use of spelling, spacing, and subject/verb agreement

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/conventions.htm For additional information and an activity8

Back on the Writing or Not slide you saw an example where the student placed a block after pictures to indicate the end of his thought. Sometimes you may need to think outside the box with grammar and mechanics. As a whole, it is more important to generate understandable thoughts than to spell all the words correctly. Focus on the types of grammar and mechanics that when done incorrectly, will make the students ideas or the content difficult for others to understand.8Sentence fluency addresses sentence flow and rhythm within the students writingIs my paper/story easy to read aloud?Is there variation in how I begin my sentences?

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sentencefluency.htmFor additional information and an activity 9

When addressing sentence fluency you may not require students to generate a fluent paragraph but you may read sentences aloud, allowing the student to choose fluent sentences.9Word choice/clarity focuses on the words selected by the studentnounsverbs modifiersDid I use any unique wordsDid I choose good descriptive words?

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/wordchoice.htmFor additional information and an activity10

Again, with word choice you may have to provide your student with response options and allow them to choose the best words to use. Also note that the words you use may be pair with symbols or photographs.10Voicedeals with writing to your audience, the use of tone, and writing with personality and energy

How do I want the reader to feel?Am I enthusiastic?

http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/voice.htmFor additional information and an activity

11

Helping your students to use the correct voice will be done in the same way as word choice or fluency but you will want to establish the voice prior to writing, and then confirm with your student that he/she is choosing words that stay true to voice.11Process of Writing5 Steps1. Prewriting2. Drafting3. Revising4. Editing/proof reading5. Final draft

12

Next, we will briefly review the process of writing12Prewriting (Preparing to write)Read, think, free-write in a journal format Identify purpose and audience Research, take notes, gather information Brainstorm with a peer group Organize thoughtsgroup like thoughts put in order

13

In prewriting, we have a very borad focus. You may carry out prewriting activities vocally by having your students call out while you write. You may also have your student select photos that relate to a broad topic such as animal habitats. Within prewriting you may also begin to organize ideas. Swsd may do this by sorting photos. For example sorting animal habitats by water and land. Through this process, the writing topic is narrowed.13Drafting (Putting thoughts on paper) Focus on content Compose freely, without concern for mechanicsFor students with disabilities: Generate topic sentences Add sentences to photosAdd details to a graphic organizer completed in the prewriting stage

14

The second stage is drafting, putting their thoughts down on paper. If you established an outline during the prewriting stage the students will follow that outline, just jotting down ideas without worrying about grammatical issues.14Revising (Taking another look) Maintain focus on content vs. mechanics Share draft with peer group Invite discussion, accept response and helpful input from peers Add to, delete from, rearrange and revise first draft

15

The next step is revising. Students will now look at mechanics, they are going to include mechanics as they start taking their content information and putting it into sentence form. They can take this draft and share it with their peers so that they can build upon or delete information that does not contribute to their topic.15Editing/Proofreading Share revised draft with peer group Invite correction of grammar, spelling, punctuation, usage Incorporate corrections in final draft

16

The next step is editing and proof reading. Again, this can be shared with a group of peers, or with the teacher. They will be looking at the grammar, the spelling, the punctuation and their usage in this draft, as well as the content to make sure it is a cohesive product. All of that will then translate into a final draft.16Final draft Share the product with peer group (dramatizations, small group reports, individualoral presentations, etc.) Invite evaluation by peer group Submit for final evaluation by teacher

17

Finally, we have the final draft. Students may share this product in a variety of ways. Options may include a written product, an oral presentation, a visual format, or a combination of these. They can get feedback or information from their peers at this point but typically it would be submitted to the teacher for evaluation.17Expectations for students with significant disabilitiesMay be unreasonable to expect students to follow all stepsPrioritize which steps are appropriateRemember that as mastery occurs, students may be able to participate in more of the stepsYou may need to think outside the box to come up with strategies that will allow students to participate in the stepsAssistive technologyGraphic organizersUse pre-typed words, photos, or symbols

18

When considering the process of writing, this may be a place where you as the teacher need to prioritize based on what is meaningful and appropriate for your students. However, be carful not to place a ceiling on your students by severely limiting the opportunities that you provide. Assistive technology, graphic organizers and providing response options widen the range of students whom you can successfully include in all the stages of writing.18Opportunities to create a permanent productCould beComposing a poemExpressing personal thoughtsOpinionsComposing a nonfictional piece

You may want to use aNarrow focusPersonal focusShort sentences or one wordPhotos or symbols19Will not always take the form of sentences and paragraphs!

There are numerous opportunities for writing. If you are a teacher of swsd, you can learn from other same grade gen ed teachers in your school. Especially in a n elementary school, the halls are full of writing examples. It is often easier to work from an example of a typical gen ed students work. Then you can make modificati0ons for your students. 19Choosing a topicStudents are often allowed to choose the topic that they will write about. Choosing a topic that has personal relevance is easier to generate ideas about.Students may choose to write about something they know about such as a sport or hobbyStudents may choose to write about an observation or experience, for example a trip to the hospital or the food in the school cafeteriaStudents may choose to write about a person they know20

When beginning a new topic, if possible focus on something that the student is familiar with. For example, if the writing topic will be animal habitats, choose animals and habitats that the student is familiar with such as a bird and its nest or ants and their ant hill.2021

Here is an example of a graphic organizer that may be used in kindergarten or first grade. This organizer allows the student to generate ideas as well as to organize those ideas. There are a number of ways that modifications can be made: photographs or picture symbols could be pasted on to each category; a photograph of the student could be pasted into the middle. As you might notice by some of the words written, spelling is not a consideration at this point. This organizer could be used to generate a topic or as a prewriting activity21Once a topic has been chosen students will complete prewriting activitiesBrainstorming: students creates a random list about a topicTeacher often provides a prompt to get the students thinking. For example: What do you like best about the summer?Prewriting is the time to focus on the order of events. Students can practice putting photos or sentences in the order of occurrence Instead of creating a random list, teachers may ask students to create a more organized listMapping focuses on one theme and uses a graphic organizerGraphic organizers lend themselves easily to accommodations that may be needed for students with disabilities22

Here are some ideas related to prewriting activities. If teaching writing is new to you, take a second to think about how these ideas might apply to your students.22Sample Mapping ActivityThis map accommodates for students with a range of ability levels. Some students use complete sentences, some fewer word, some can write the word when given words to choose from, others may use a picture to represent an idea23SummerNo schoolI like to go on vacation with my familySleeping lateSummer brings ____ days.

hot free snowyIce cream

pool

Heres another example of how you can use a graphic organizer. Mapping is a common strategy used by elementary teachers. As you can see the topic is summer. Students may add their ideas using completes sentences, one or two words, a photograph or they may fill in a word to complete a sentence.23Prewriting relates to the writing traits: content and organizationPrewriting strategies are used in kindergarten through high schoolBy late elementary school students consider what the purpose of the writing is as well as who the intended audience isBy high school students use more complex graphic organizers, use time management, and keep records of writing such as daily journals

24

During prewriting activities students are developing the content and organizing information. These activities will provide a foundation for writing from elementary school through high school as the process remains the same throughout the grades.24

Establish the purpose for your writing. Your purpose will determine your word choice and voicePersuasive

Narrative

Descriptive

Expository

The purpose dictates the form of your workIf your purpose is to persuade, you might create a poster rather than a written piece25

As the teacher, you will determine what type or purpose of writing your students will create. Ask the general education teachers in your school to find out the grade levels that they teach writing for different purposes. 25

Persuasive writing

GoalConvince someone to accept your point of viewInvolvesStating your opinionBacking it up with factsBegins in early elementary schoolEveryone can use graphic organizers

May take a number of formsA letterAn advertisementAn essayA speechMay occur in multiple content areasWriting to convince athletes not to use steroids in health classConvince students that global warming is a real issue in science classConvince the chorus teacher to allow a certain type of music in the upcoming concert

26

In special education there is a strong focus on self determination. Persuasive writing can be a wonderful way to foster self-determination. Have students advocate for themselves regarding something that they feel strongly about. With persuasive writing, students will need to pay attention to the writing trait: voice. When trying to convince someone to accept your point of view, students may need to choose strong words.26Persuasive writing graphic organizerPersuasive Graphic OrganizerYour Opinion:_________________________________________________________My Reason:__________________________________________________________________________________________________________________Supporting Details:__________________________________________________________________________________________________________My Reason:__________________________________________________________________________________________________________________Supporting Details:__________________________________________________________________________________________________________

Restate your opinion:____________________________________________________________________________________________________________________

If a student can write short sentences they can complete this organizerMay need minimal assistance

Spelling and grammar are not important at this point

Priority is to represent ideas on paper

27

Here is an example of a graphic organizer that can be used for persuasive writing activities. This organizer would be appropriate if the student can write short sentences with minimal assistance. Spelling and grammar are not important here. At this point we are only concerned with getting the ideas represented on paper.27Graphic organizers with added supportThe upcoming organizers can be used with students who are not able to write sentences but can select an answer (e.g., circle or point)This example uses the novel Number the StarsA commonly read novel in 6th gradeSupporting opinions with facts is an important skill taught in middle schoolProviding limited response options makes this a less complex processYou may also add symbols or photos for students who require a more concrete presentation

28

Students who cannot use traditional print can still use graphic organizers. The upcoming slide shows how you can narrow the focu by providing reposnse options.2829Persuasive Graphic OrganizerBased on the book:___Number the Stars by: Lois Lowry________Your Opinion:_My favorite character in the book was _(Write in or circle your opinion)_____________________________________________PeterUncle HenrikAnne Marie

My Reason: Circle your reason:Uncle Henrik was brave.Peter was kind.Anne Marie showed courage.

Supporting Details:_Circle the fact that supports your reason:Anne Marie ran through the woods at night.Peter brought the Johansens gifts. Uncle Henrik helped the Jews escape to Sweden

My Reason: Circle another reason Uncle Henrik was smart.Anne Marie loved her best friend, Ellen.Peter was brave.

Supporting Details: Circle the fact that supports your reasons:Uncle Henrik built a hidden area in his boat so he could hide the Jews from the Nazis.Peter helped the Jews escape from Denmark.Anne Marie saved Ellens Star of David necklace for her.Restate your opinion:My favorite character in the book was______________because_________________________and because____________________________________.

Number the stars is a book commonly read in 6th grade. Middle school is also when students are learning to back up their opinions with facts from the story. In this graphic organizer, students are asked why a character was their favorite and then asked to back up the reason with a fact from the story. This is achieved by proving limited response options to the student. Students may also benefit from picture symbols of photos being added to the text.29State your opinion by filling in the sentence. not like like

I would __________________ to visit Little Italy.

30

Here is a much simpler version that allows students to state an opinion. This may be the starting point for some students. Note, you would use the symbol that the student already uses for like and not like as opposed to the ones shown here.30 I would like to visit Little Italy because____________________.

good Italian food good cakes dogs live thereairplanes fly31

You can continue this process of backing up opinions by having students give a 2nd reason. This template provides photo support for non readers. Students can write in the answers or circle or stamp their selections. We still get our permanent product. These distracters are non plausible. As students become more familiar with the content, more plausible options can be provided as distracters.31

Descriptive Writing

Portrays a person, place or thingAllows the reader to visualize what the writer is talking aboutOften part of other types of writingAn effective method for teaching descriptive writing is modeling32

Next we have descriptive writing.32For examplePick an object that could be brought to class Model descriptive writing by listing the descriptive words that help students visualize the strawberriesAdd photos to support each descriptive word.redgreen leaves on topsoftshaped like a heartbumpyjuicy

33

33Next.Pick a second objectDescribe the object togetherAllow students to interact with the object as they describe itDescribe the object in terms of the five senses

34

34Lets look at some examples of a descriptive writing activity that you might see in early grades.Students could respond using written words, picture symbols, or photosSome students will be able to write their answers while others may need have answer choices cut out to be glued on

35

Descriptive writing, although creative, can also be very functional for swsd. Expressive communication is enhanced by the ability to describe what is experienced through the senses. I can see descriptive writing being the end product of other activities where you might read about something, then engage in a related activity, maybe cooking or art, and the write a descriptive poem about the experience.

3536Star of the WeekAll About Me

My favorite color is _________________________ My favorite book is _________________________My favorite movie is_________________________My favorite sport is_________________________When I grow up I want to be __________________Im special because__________________________

Here is a simple template for descriptive writing. For some students, descriptive writing activities may be too lengthy to be completed in one setting. Some students may be able to verbalize or point to some of the simpler responses such as their favorite color. If so, a peer could write in the answer. As the teacher you would want to know the answers to as many of these questions as possible so that when you present response options you know you have included the correct answer. 36You can create the same type of descriptive writing with photosAll About MeName:My pet is a_______.

37

cat dog fish

Here is another example using photos.37In secondary gradesThey will begin not only to describe what you can see or feel but also a persons characteristicsStudents are often asked to analyze and write about characters in a book

Lets look at a graphic organizer that might be used for descriptive writing at the secondary level

This organizer may also be useful in an inclusive setting where students may work in groups38

In an inclusive setting, students with disabilities could work in groups to complete the organizer. They may only be asked to complete the physical characteristics, for example3839Person/Character ChartFilling out a person/character chart gives you a clearer look at a character in a piece of writing. Use it when writing a character sketch.Fill in each box with the information about the character.Add more rows to explore other details about the person.Click here to see an example.

NameAgeAppearancePersonalityStrengthsWeaknessesGoalsOther Details

This organizer could be used to analyze characters in books. It may be helpful for students to begin by completing this form with their own characteristics and then to generalize to more abstract characters.39

Narrative Writing

Should tell a storyMay take the form of aShort storyPoemAutobiographybiographyBegins as early as kindergartenKids draw about an event and write a sentence or two about the eventLets look at a 2nd grade exampleLink to narrative pdf

40

The next type of writing is narrative.40Modifications to considerwork in pairs or small groups to complete a story about a shared event such as a field trip or a class partyInstead of drawing a picture, a photo taken during the event could be usedallow the student to paste pictures together to create a scenethen select from prewritten sentences to tell the story

41

Again, it is best to start with topics that are relevant to students. As you talk with gen ed teachers you will see that this is the case in gen ed as well.41Heres an exampleAsk the student to select the sentence that best tells about this photo.I love to ride my bike in the summer.My baseball team won the championship. I was proud.My dog and I like to play ball.If additional support is needed, add a picture to each sentence making the picture for sentence #2 the same as the photo.

42

If you need to add a photo to each sentence, Fade the added picture over time. This is a great way for students to begin to understand that the words they use represent actions.42Using technology with narrative writingStudents with disabilities at all grade levels will benefit from creating stories that are personally relevant create books using power pointUse personal photos or photos from the internet Create text in large font and spell checked on the computerHave the computer read the book aloud or have a peer read aloudLets take a look at an example of narrative writing in power point format

43

In prior slides I talked about providing response options. Anytime you need to present options, consider the use of assistive technology when you are working with students who will not be able to point clearly or circle selected responses.Here, we want to consider a different type of technology, the use of your computer. Many teachers are seeing the usefulness of power point for swsd. In the next 7 slides you see an exampl of a student created book using power point.43My Summer VacationBy: Christian Lee44HawaiiMy family and I went on vacation to Hawaii.

It took a long time to get there.

It was a beautiful place.

45Banyon TreeWe saw a giant tree that covered a whole park.

46WaterfallWe saw waterfalls. I wanted to swim but I couldnt.

47Road to HanaWe drove up and around a great big mountain. It was scary.

48RainbowMy brother took lots of pictures. He took this one of a rainbow.

49Time to go home!We had fun in Hawaii.We flew back home on the airplane. It did not take as long to get home!

50

Expository Writing

Used toExplainInformInstructMay take the form ofNewslettersText booksTravel guidesResearch papersFollows a logical, sequential orderExpository writing is seen across content areasEasy to use graphic organizersAmerican Indian chiefsSitting BullHealthy food choicesAnimal habitats51

The final type of writing is expository. Again, power point is a fantastic avenue for expository writing. For example, a student may put together a powerpoitn on how to follow a recipe, or how to make lunch for a friend. Also, because expository writing consist of factual information, a student might create a report on an animal or historical figure. This would allow the student to insert pictures straight from the internet.51Graphic organizer with expository writing52

When beginning expository writing, here is a graphic organizer that can be used to generate content based on the topic of mountain lions. Just like the organizer that you saw on summer time, the way that students complete this can be individualized.52Another example..Lets look at another example of a graphic organizer that could be used for expository writing Link to endangered_researchreport.pdf53

53RememberWriting consist simply ofGenerating ideasCreating a permanent productConsider how you can use assistive technology during writing activitiesConsider how you might make activities more concrete and narrow (remember the many examples )Add symbols of photosProvide limited response options or templates54

I hope this presentation has been motivating and has provided you with ideas that you can use in your classroom with your students.54