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An Enriched Writers' Workshop for Beginning Writers with Developmental Disabilities
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Sturm, Janet M. – Topics in Language Disorders, 2012
This article describes comprehensive, high-quality writing instruction for students with developmental disabilities. The Enriched Writers' Workshop combines differentiated writing process instruction with social communication instruction and cognitive strategy instruction for students with complex writing needs across a wide range of ages. It…
Descriptors: Writing Workshops, Process Approach (Writing), Developmental Disabilities, Communication Disorders
Enhancing the Written Narrative Skills of an AAC Student with Autism: Evidence-Based Research Issues.
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Bedrosian, Jan; Lasker, Joanne; Speidel, Kristina; Politsch, Andrea – Topics in Language Disorders, 2003
This article describes an intervention study designed to enhance the skills needed in the planning and writing of stories by an adolescent with autism who was using augmentative and alternative communication and working with a typical peer. Overall, the student's postintervention story was dramatically improved over his preintervention story.…
Descriptors: Augmentative and Alternative Communication, Autism, Cooperative Learning, Creative Writing
Developing Augmentative and Alternative Communication (AAC) and Literacy Interventions in a Supported Employment Setting.
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Foley, Beth E.; Staples, Amy H. – Topics in Language Disorders, 2003
This article describes an integrated augmentative and alternative communication and literacy intervention program developed for five adults with autism in a supported employment facility. Three detailed case studies describe approaches used with project participants who had emerging, beginning, and more advanced levels of communication and…
Descriptors: Adult Education, Adults, Augmentative and Alternative Communication, Autism
Use of Technology To Support Independent Spelling by Students with Autism.
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Blischak, Doreen M.; Schlosser, Ralf W. – Topics in Language Disorders, 2003
This article reviews evidence regarding the role of speech-generating devices (SGDs) and talking word processing software in supporting independent spelling in children with autism. Two studies support the importance of assessing the relative benefits of feedback modes for individual learners with autism rather than assuming SGDs should supply…
Descriptors: Assistive Technology, Augmentative and Alternative Communication, Autism, Computer Uses in Education