Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments
Document Type
Article
Publication Date
Summer 2006
Publication Title
Education
Volume
126
Issue
4
First Page
660
Last Page
665
Abstract
The article discusses ways to make writing assessments in high-stakes standardized tests accessible for students with learning disabilities. When accommodation methods were precluded from tests, teachers learned they had to give explicit instruction on writing to their learning disabled students. Instruction includes developing background knowledge, discussing the strategy to be learned, memorizing the strategy and routine, collaborative and individual practice. Planning strategy can be useful to high-, average- and low-achieving writers.
Recommended Citation
Swain, Kristine D., "Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments" (2006). Special Education and Communication Disorders Faculty Publications. 3.
https://digitalcommons.unomaha.edu/spedfacpub/3