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Supporting the Writing Process with Technology for Students with Disabilities
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- Author(s): Evmenova, Anya S.; Regan, Kelley
- Language:
English
- Source:
Intervention in School and Clinic. Nov 2019 55(2):78-85.
- Publication Date:
2019
- Document Type:
Journal Articles
Reports - Descriptive
- Additional Information
- Availability:
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:
[email protected]; Web site: http://sagepub.com
- Peer Reviewed:
Y
- Source:
8
- Sponsoring Agency:
Office of Special Education Programs (ED/OSERS)
- Contract Number:
H327S120011
- Education Level:
Elementary Secondary Education
- Subject Terms:
- Accession Number:
10.1177/1053451219837636
- ISSN:
1053-4512
- Abstract:
Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.
- Abstract:
As Provided
- Publication Date:
2019
- Accession Number:
EJ1231743
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