Teaching Written Expression in the Inclusive High School Classroom: Strategies to Assist With Students With Disabilities Based on Teachers’ Needs

• In Event: Addressing the Diverse Needs of All Learners

Abstract

The researchers examined 511 secondary English teachers’ readiness to teach written expression in their inclusive classroom through an online survey. The survey included basic demographic questions related to training and specific questions based on the Individuals with Disabilities Act (IDEA) categories. The vast majority of respondents felt they had not been adequately trained on specific strategies for teaching written expression at either the college level (83.7%) or at the district level through professional development opportunities (84.9%). Findings point to the majority of teachers struggling the most with students diagnosed with autism (85.2%), emotional disturbances (72.1%), and other health impairments (ADHD) (68.9%). The paper concludes with general strategies to teach written expression as well specific evidence-based strategies for students with disabilities.

Authors

• Cort Casey, Christian Brothers University

• Laura Baylot Casey, The University of Memphis

• Thomas Black, Middle Tennessee State University