ACCESS! Teaching Writing Skills to Students with Intellectual Disability

Autor/inn/en	Cannella-Malone, Helen I.; Konrad, Moira; Pennington, Robert C.
Titel	ACCESS! Teaching Writing Skills to Students with Intellectual Disability
Quelle	In: TEACHING Exceptional Children, 47 (2015) 5, S.272-280 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059915580032
Schlagwörter	Mental Retardation; Writing Skills; Writing Instruction; Academic Accommodations (Disabilities); Assistive Technology; Student Evaluation; Spelling; Beginning Reading; Educational Planning; Writing (Composition); Critical Thinking; Direct Instruction; Self Determination; Educational Strategies + Suchen Sie Ihr Suchwort? Geistige Behinderung; Writing skill; Schreibfertigkeit; Schreibunterricht; Schulnote; Studentische Bewertung; Schreibweise; Erstleseunterricht; Bildungsplanung; Schreibübung; Kritisches Denken; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Selbstbestimmung; Lehrstrategie
Abstract	The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic evaluation. Teachers should consider all six components of ACCESS while planning. They are presented in the order of the acronym, but this does not necessarily prescribe the planning order. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01