Teaching students with intellectual or developmental disabilities to write: A review of the literature

The purpose of this review was to identify effective methods for teaching writing to students with intellectual disabilities. After criteria were established, database searches and hand searches of selected peer-reviewed journals were conducted. Findings revealed a relatively small number of studies...

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Bibliographic Details
Published in:Research in developmental disabilities 2009, Vol.30 (1), p.1-19
Main Authors: Joseph, Laurice M., Konrad, Moira
Format: Article
Language:English
Subjects:
Adolescent
Biological and medical sciences
Child
Developmental Disabilities
Developmental Disabilities - therapy
Education of Intellectually Disabled
Humans
Instruction
Intellectual disabilities
Language Disorders - therapy
Medical sciences
Mental Retardation
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Remedial Teaching - methods
Special education. Orthophony
Students
Teaching
Teaching Methods
Treatments
Writing
Writing Instruction
Writing Skills
Written expression
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Summary:The purpose of this review was to identify effective methods for teaching writing to students with intellectual disabilities. After criteria were established, database searches and hand searches of selected peer-reviewed journals were conducted. Findings revealed a relatively small number of studies that met the criteria for inclusion. Participants, settings, research designs, independent variables, dependent variables, and results are synthesized across studies. Writing instruction effects on various written expression outcomes were aggregated by averaging percentage of non-overlapping data (PND) across studies. Findings revealed that strategy instruction was investigated more frequently than other types of approaches. Strategy instruction was consistently found to be very effective for teaching writing skills to students with intellectual disabilities. Limitations, directions for future research, and implications for practice are discussed.
ISSN:0891-4222
1873-3379
DOI:10.1016/j.ridd.2008.01.001