Teaching strategies for children with learning disabilities – Writing Skills

Children with learning disabilities show greater learning when techniques like task analysis, peer teaching, cooperative learning, learning corners and multisensory approach are used. The following strategies would be helpful to both the parents and teachers when trying to teach such children

Strategies for writing skills

  • A sufficient amount of time should be allocated for writing. (e.g. four times per week) because students can learn and develop as writer only by writing.
  • Expose students to a broad range of writing tasks. Students should participate in writing activities that present highly structured problem-solving situations as well as activities that involve self-selected and expressive writing.
  • Create a social climate conducive to writing development. Teachers need to be encouraging in as non-threatening environment and should try to develop a sense of community by promoting student sharing and collaboration.
  • Integrate writing with subjects such as language and arts so as to stimulate the writing skills.
  • Help students develop the processes central to effective writing. The composition process of writing can be divided into a series of discrete stages (e.g. prewrite, write and rewrite), and students can be taught appropriate task-specific and metacognitive strategies (e.g.self- instructional strategy training).
  • Help students develop explicit knowledge about the characteristics of good writing. Students should be given exposure to the characteristics of various literary compositions either through reading or teacher presentation of writing or live models that incorporate a specific skill or style.
  • Help students develop the skills and abilities to carry out more sophisticated composing processes.
  • Assist students in the development of goals for improving their written products.
  • Goal setting and having students evaluate their own writing according to specific criteria can help students accurately monitor and evaluate progress.
  • Tape alphabets forms to the floor, Have students walk or hop around the form. Have them reproduce the form with coloured yarn.
  • Have students use a stick (broom handle) and their bodies to form the letters.
  • Spray shaving cream can be used to form large letters. Paper provides a suitable surface.
  • Have students use a torch light beam to trace letters on a chalkboard.
  • Have student’s form letters in wet fingerprint/paint/sand.
  • Use colored directional cues such as green arrows and red dots.
  • Help students to form an association for a letter they have difficulty remembering
  • Have students orally describe their movements as the letter is being written. This provides auditory reinforcement.

Source: Vikaspedia