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Content Details

ED463622 - Helping Students with Disabilities Succeed in State and District Writing Assessments. ERIC/OSEP Digest

Category
Executive Agency Publications
Collection
Education Reports from ERIC
SuDoc Class Number
ED 1.615:
Date Issued
February 1, 2002
Author
Warger, Cynthia
Source Institution
ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA
Sponsoring Agency
Special Education Programs (ED/OSERS), Washington, DC
Publication Type
ERIC Publications - - ERIC Digests in Full Text
Subject
Academic Standards, Assistive Devices (for Disabled), Disabilities, Educational Assessment, Elementary Secondary Education, Student Evaluation, Teaching Methods, Writing Instruction, Writing Strategies, Writing Tests
Identifiers
ERIC Digests, Testing Accommodations (Disabilities)
Abstract
This digest offers guidelines to help teachers prepare students with disabilities to succeed on state and district writing assessments. Teachers are urged to use the three principles of effective writing instruction: (1) use a basic framework of planning, writing, and revision; (2) instruct students in steps of the writing process and the features and conventions of the writing genre; and (3) provide feedback guided by the information explicitly taught. One methodology that follows these principles, Self-Regulated Strategy Development, is explained in terms of goals, the sequence of instruction, and methods of individualization. Teachers are also urged to prepare students for assessment (a mnemonic writing strategy called PLAN and WRITE is briefly described); to use assistive technology in instruction and testing (including software for transcription, planning, and communication); and to provide test accommodations, such as extending time limits, dictating to a scribe, or using pencil grips.