A review of assistive technology and writing skills for students with physical and educational disabilities

In recent years effective instruction in reading for learners with physical and educational disabilities has received great attention in the schools. However, instruction in the corollary skill of writing has received considerably less emphasis. This review paper notes that through the use of assistive technology, students with a variety of physical and educational disabilities can learn to effectively (a) plan and organize their writing, (b) draft and transcribe their work, and (c) edit and revise their narrative and expository writing. Implications for differentiation of instruction are included.

Author: 
Peterson-Karlan, G., Hourcade, J., & Parette, P.
Year: 
2008
Source: 
Physical Disabilities: Education and Related Services, Vol. 26 (2), 13-32.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
early elementary
intermediate elementary
middle school
secondary
IDEA Disability Category: 
emotional disturbance
major-other health impairment
multiple disabilities
orthopedic impairment
specific learning disability
speech or language impairment
Instructional Support: 
alternate access devices and systems
National Writing Next Standards: 
editing and revising
planning and organizing
transcribing
English Language Arts: 
Writing