Title

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.