Teaching writing to exceptional children through reflective portfolio methodology

¶ … Children: Reading

L. Jones

Teaching Writing to Exceptional Children

There is little question that the task of teaching writing to any child is a difficult one. Often the instructor is not only faced with his or her ambiguous notions of the true nature of the writing process, but the very nature of writing itself as a "subjective art" can cause great difficulties in terms of evaluating student progress. If this is the case for writing instructors in general, it is even more so for teachers of exceptional children -- not only due to their different learning styles and disabilities, but also due to their characteristic low morale/motivation. However, although it is true that teaching writing to exceptional children is challenging, several key advances in teaching methodology as well as assessment promise to make the task easier for the teacher, as well as promote greater success for the student.

One of the most promising methodologies for "framing" the teaching experience in the exceptional writing program is known as the "Reflective Portfolio." Here, we will explain the most important components of this methodology, as well as explain some of the key techniques that can be used within its framework -- including the process model, the assessment component, as well as some recommendations for actual instructional techniques within that model.

The Portfolio:

Powerful Framework

There is little question that two of the key issues in the learning experience of the exceptional child is one of morale and motivation. In fact, many might argue that the experiences of failure in the "typical" or "old" writing instruction model that many exceptional children experience result in a very understandable lack of motivation to produce any writing at all. However, many assert that using a "portfolio" approach to teaching as well as assessing writing performance can both increase motivation and morale, as well as provide a solid framework from which successful writing skills can be taught.

According to Bobbi Hansen in his article, "Using portfolios as a tool to teach writing to students with learning disabilities (1998)," "The use of portfolios as an alternative to traditional assessments and grading schemes is growing more popular at all levels of education." Of course, this is particularly important when one considers the fact that more mainstream assessment criteria are notoriously ineffective at accurately gauging the abilities of the exceptional student (Hansen). Instead, an approach that allows the teacher to assess just what the student has learned (and how much progress has been achieved) can be of far more value to the needs of the learning disabled student. In other words, as Hansen quotes, "...we should more away from the question, 'has Johnny learned X?' To the far more pertinent question, 'What has Johnny learned (Noddings, 1992).'" However, the power of the portfolio method is not limited to its strength as an assessment tool, but as an instructional framework as well.

In simple terms, a portfolio is a collection of student work, made up of pieces of writing that have been completed and gathered over the course of a particular writing class. What is important in this reflective portfolio, however, is that the student is actively involved in reviewing and selecting the items included. Not only does this increase feelings of motivation and autonomy, but it also allows the student to visually and conceptually "grasp" just how his or her writing has progressed -- as well as what that progression means.

Specifically, there are two types of portfolios, developmental and representational, or "best work (Hansen, 1998)." The developmental model includes examples of student work that represents the student's growth and progress over a period of time, while the representational includes the "final drafts" or best works of each student (picked, at least in part, by the student). The model one chooses depends largely upon the students involved. However, the most important components of both types include:

Formal writing -- samples of student writing, some of which have undergone the writing process and include multiple drafts of the piece.

Anecdotal writing -- student-selected journal and log entries.

Writing samples from class work and homework.

Student-established goals for year's academic progress.

Student reflection: self-assessment of progress, attainment of goals, writing skills development, attitudes toward self and school. (Hansen)

Conclusion

Although the benefits of using a portfolio teaching framework buoyed by a methodology rooted in the process model for the exceptional writing student are obvious, it is important to note that there are drawbacks to the system -- foremost from an instructor's point-of-view may be the issue of "quantitative" assessment techniques -- or the difficulty of applying quantifiable assessment. After all, many may argue that "grading" work can become far too "subjective" to a particular teacher or instructor. However, there are several "rubrics" in existence as well as in development that promise to put this fear to rest (see the Curriculum-Based Measurement of Common Writing Errors (Karge, 1998)).

Additionally, it must also be noted that although the process model closely resembles the "draft" model so common in the typical classroom/student environment, several key components of that model -- peer review, among several -- may present significant challenges to the exceptional student. After all, it must be remembered that many exceptional students may lack the social skills and cues to allow for successful or smooth peer feedback.

In conclusion, however, the writing portfolio model promises to be an extremely effective tool for teaching writing to exceptional students. Further, when coupled with a well planned and customized (according to individual student needs) process model, one can expect to see significant success from a teaching, assessment, as well as most importantly -- a learning point-of-view.