Helping Struggling Writers

2014 ◽  
pp. 44-56
Author(s):  
Michael Dunn
Keyword(s):  
Special Education ◽  
Assistive Technology ◽  
Computer System ◽  
Writing Assessment ◽  
Strategy Development ◽  
Struggling Writers ◽  
Step Process ◽  
Story Writing ◽  
Pencil Grip ◽  
Assessment Results

Assistive Technology (AT), in the domain of special education, is defined as both tools and services. This chapter provides a description of this definition, what recent national and international writing assessment results indicate, what the characteristics of struggling writers are, and how AT can help these children improve and manage the complex and interdependent task of creating prose, story writing in particular. Key examples of AT services are Self-Regulated Strategy Development (SRSD: a step-by-step process for teaching a student a strategy) and mnemonic strategies (the use of keywords to help a child retain the steps in managing a task such as story writing). In the context of writing, AT can range from a pencil grip to a complete computer system with writing-assistance software. Furthermore, the author reviews his own research studies about story writing and how integral AT is to helping these children. Finally, the need for students’ pre-requisite practice with AT is emphasized.

Helping Struggling Writers

2016 ◽  
pp. 1288-1301
Author(s):  
Michael Dunn
Keyword(s):  
Special Education ◽  
Assistive Technology ◽  
Computer System ◽  
Writing Assessment ◽  
Strategy Development ◽  
Struggling Writers ◽  
Step Process ◽  
Story Writing ◽  
Pencil Grip ◽  
Assessment Results

Assistive Technology (AT), in the domain of special education, is defined as both tools and services. This chapter provides a description of this definition, what recent national and international writing assessment results indicate, what the characteristics of struggling writers are, and how AT can help these children improve and manage the complex and interdependent task of creating prose, story writing in particular. Key examples of AT services are Self-Regulated Strategy Development (SRSD: a step-by-step process for teaching a student a strategy) and mnemonic strategies (the use of keywords to help a child retain the steps in managing a task such as story writing). In the context of writing, AT can range from a pencil grip to a complete computer system with writing-assistance software. Furthermore, the author reviews his own research studies about story writing and how integral AT is to helping these children. Finally, the need for students' pre-requisite practice with AT is emphasized.

scholarly journals The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

2021 ◽  
Vol 8 (3) ◽  
pp. 242-253
Author(s):  
Kürşat ÖĞÜLMÜŞ
Keyword(s):  
Writing Skills ◽  
Learning Difficulties ◽  
The Self ◽  
Strategy Development ◽  
Study Group ◽  
Resource Room ◽  
Story Writing ◽  
Independent Variable ◽  
Multiple Probe ◽  
Specific Learning

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

A Guide to Assistive Technology for Teachers in Special Education

2012 ◽  
pp. 105-118 ◽  
Author(s):  
Harris Wang
Keyword(s):  
Special Education ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Disability ◽  
Visually Impaired ◽  
Assistive Technologies ◽  
The Internet ◽  
Web Based ◽  
The Right ◽  
Hearing Difficulties

Everyone has the right to learn and to succeed in education. For people with certain disabilities, learning can be a challenging task, and proper use of certain assistive technologies can significantly ease the challenge, and help the learners to succeed. For teachers in special education, knowing existing assistive technology is an important step towards the proper use of those technologies and success in special education. This chapter provides a guide for teachers about assistive technology and its uses in special education. Assistive technology for people with learning difficulties, assistive technology for the visually impaired, and assistive technology for people with hearing difficulties will be discussed. Since online learning and the Internet are becoming trends in distance education, this chapter will focus on assistive technologies for Web-based distance learning, including assistive technologies for better human-computer interaction. Selecting more appropriate assistive technology for a given learner with a certain learning disability, among many choices, will be discussed.

scholarly journals Estado da arte de pesquisas sobre Tecnologia Assistiva na Região Norte, no período de 2015 a 2019

2020 ◽  
Vol 1 (48) ◽  
pp. 210
Author(s):  
Maria Almerinda De Souza Matos ◽  
Christiane Bruce Dos Santos
Keyword(s):  
Special Education ◽  
Assistive Technology ◽  
Social Inclusion ◽  
Northern Region ◽  
Post Graduate ◽  
Graduate Research ◽  
Survey Results ◽  
Object Of Study ◽  
Reduced Mobility ◽  
Theses And Dissertations

<p class="Normal1"> </p><p class="Normal1"> </p><p class="Normal1"><strong>Resumo</strong></p><p class="Normal1">Esse estudo se propôsThis study aimed to investigate the presence or absence Assistive Technology. Special Education. Accessibility. Social Inclusion. Assistive Technology. Special Education. Accessibility. Social Inclusion. Assistive Technology. Special Education. Accessibility. Social Inclusion. o sensu post-graduate research on Assistive Technology (AT) in the northern region of the country. This state- of- art is part of our doctoral thesis on TA which is still being written. Assistive Technology is an interdisciplinary area that encompasses resources and services that aim to give functionality to the lives of people with disabilities or reduced mobility. The object of study was the Brazilian Library of Theses and Dissertations and the Data base of Post-graduate Programs in Education of the Northern Region, recognized by the Coordination for the Improvement of Higher Education - Capes. Improvement Cordination A study was made from 2015 to 2019. The survey results indicate that only three researches related to the theme were found in the entire Northern Region. This indicates the low capillarity of AT research in Brazil and the urgency for investiments on AT research in the states that are part of the studied region, since the literature indicates that the demands on AT are distributed throughout Brazil. a investigar a presença ou ausência de pesquisas de Pós-graduação stricto sensu acerca da Tecnologia Assistiva (TA) na Região Norte do país. Esse estado da Arte faz parte de nossa tese de doutorado sobre TA a qual está em processo de construção. Tecnologia Assistiva é uma área de conhecimento de característica interdisciplinar que engloba recursos e serviços que objetivam dar funcionalidade a vida das pessoas com deficiência, incapacidade ou mobilidade reduzida. Serviram como objeto de estudo a Biblioteca Brasileira de Teses e Dissertações e os Banco de Dados dos Programas de Pós-graduação em Educação da Região Norte reconhecidos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior- Capes. Foi feito um recorte do período de 2015 a 2019. Os resultados da pesquisa indicam que foram encontradas apenas três pesquisas relacionadas a temática em toda Região Norte. Isso indica a baixa capilaridade das pesquisas em TA no Brasil e a urgência de investimento em pesquisas em TA nos estados que compõem a região estudada, uma vez que a literatura indica que as demandas em TA estão distribuídas em todo o Brasil.</p><p class="Normal1"> </p>

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