Abstract

Recent literature has shown the positive impact of supporting writing instruction with technology for students who struggle with writing, including those with intellectual and developmental disabilities (IDD). Based on a yearlong study involving general and special education teachers serving students in inclusive classrooms, we identified specific learning strategies that, when supported with efficient and effective technology, enhance writing outcomes for students with and without disabilities in inclusive settings. To facilitate data collection and assist teachers in identifying needed strategies and technology tools, we integrated a progress monitoring tool. With teachers collecting periodic data on classwide writing progress, instructors were able to offer more responsive instruction to meet the individualized needs of each learner, including those with IDD. These outcomes align with the recent American Association on Intellectual and Developmental Disabilities and The Arc joint position statement promoting placement in the least restrictive environment, high expectations for all learners, academic integration into general education, the utilization of the Universal Design for Learning framework in designing curriculum and instructional supports, the use of evidence-based practices, increased student participation, and appropriate use of technology. Results of this yearlong study are shared and recommendations for inclusive writing instruction are provided.

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