Wollak, B. A., & Koppenhaver, D. A. (2011). Developing technology-supported, evidence- based writing instruction for adolescents with significant writing disabilities. Assistive Technology Outcomes and Benefits, 7(1), 1-23.
The authors of this qualitative empirical research study examined the effects of technology assistance in writing instruction for students with disabilities. The authors stressed the importance of alternative methods of teaching writing to students with disabilities in order to help them develop effective communication skills.
Over a 7-year period, the authors observed the effects of an online pen pal program (e-pal) designed to connect students with disabilities in a junior high special education classroom and undergraduate preservice teachers. The junior high students were asked to form connections with the undergraduate students by writing letters back and forth through an online program. Assistive technology programs, such as Gaggle, Co:Writer, and Clicker, aided the students with disabilities in demonstrating effective writing skills such as correct spelling. The authors also exposed the junior high students to other means of writing through technology, such as Twitter, Instant Messenger, and blogs. The authors observed that over time with support, the students with disabilities were able to develop stronger writing skills, specifically being able to express themselves effectively through writing.
The observational results of this study show that using assistive technology is beneficial for teaching writing skills to students with disabilities. By incorporating alternative means of technology when facilitating the writing process, educators can allow students to effectively express themselves through writing. Educators can also foster the development of media literacy in students with disabilities by exposing them to various forums for Internet communication.
The authors of this qualitative empirical research study examined the effects of technology assistance in writing instruction for students with disabilities. The authors stressed the importance of alternative methods of teaching writing to students with disabilities in order to help them develop effective communication skills.
Over a 7-year period, the authors observed the effects of an online pen pal program (e-pal) designed to connect students with disabilities in a junior high special education classroom and undergraduate preservice teachers. The junior high students were asked to form connections with the undergraduate students by writing letters back and forth through an online program. Assistive technology programs, such as Gaggle, Co:Writer, and Clicker, aided the students with disabilities in demonstrating effective writing skills such as correct spelling. The authors also exposed the junior high students to other means of writing through technology, such as Twitter, Instant Messenger, and blogs. The authors observed that over time with support, the students with disabilities were able to develop stronger writing skills, specifically being able to express themselves effectively through writing.
The observational results of this study show that using assistive technology is beneficial for teaching writing skills to students with disabilities. By incorporating alternative means of technology when facilitating the writing process, educators can allow students to effectively express themselves through writing. Educators can also foster the development of media literacy in students with disabilities by exposing them to various forums for Internet communication.