Exploring the Writing Instruction of Special and General Educators Teaching Writing to Students With Disabilities

• In Event: Research on Inclusive Math and Literacy Instructional Practices in Special Education

Abstract

Researchers present an observational study of fourth-grade special and general educators who provided writing instruction to students with disabilities. Systematic classroom observations were used to explore the extent to which effective instructional practices were implemented during writing instruction and to examine potential differences between special and general educators' instruction. Sixty-six teachers (34 general educators, 32 special educators) were observed. Descriptive statistics reporting the frequency of instructional practices used are presented. Further, student and teacher actions, as well as student writing activities, are described. Overall, low to moderate occurrences of effective practices were reported, with general educators using several key practices more frequently than special educators. The paper concludes with recommendations for future research and teacher education.

Authors

• Stephen Ciullo, Texas State University

• Alyson Alexander Collins, Texas State University

• Steve Graham, Arizona State University

• Sagarika Kosaraju, University of Houston - Downtown