Children: Reading L. Jones Teaching

¶ … 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)

The Process Model

Although it is easy to see the potential benefits of using a portfolio framework for assessing student progress, in order to use it as an instructional method, it must be composed of writing that is the product of some kind of teaching model. One teaching model that seems to be very effective within the portfolio framework is the "Process Model."

The process model is, at its most simple, a method of writing in which the "process" of writing and revision is emphasized. Perhaps one of the easiest ways to express its essence is that it is the method of using progressive "drafts" to arrive at a final product. Of course, this model can do much to alleviate the motivation and morale issues previously addressed, simply because it alleviates much of the "performance anxiety" that plagues many exceptional learners. Further, key supportive activities on the part of the instructor, including "conferencing, prompting, modeling, and dialoguing," serve to create a "writing environment designed to encourage the creative process and to reduce the fear that students often associate with writing (Newcomer, Nodine, Barenbaum, 1988)."

Of course, this process model is in direct opposition to the "product" model where correct and final (read, "perfect") results are expected. Instead, the student learns that it is perfectly acceptable (and expected) to make errors in the writing process. Again, this does a tremendous service to the morale of the exceptional student, allowing him or her greater freedom to experiment and overcome writing challenges.

Another extremely important aspect of the process model is the use of writing as a "tool for self-expression" (Newcomer, Nodine, Barenbaum) rather than a subject that must be mastered. This means that within the writing assignment repertoire of the instructor, there should be significant emphasis on piquing the interest of the individual students under his or her instruction. For example, in Sheila Alber's 1999 article, "I don't' like to write, but I love to get published," she notes:

Teachers of all grade levels are painfully aware of how difficult it is including children to practice writing. Even students who like to write often have little interest in editing and revising their work...Publication is a good way to give student writing a communicative purpose and can be an effective tool for motivating students to engage in the writing process.

Again, here the key is not simply motivation (although it is an important benefit of the kind of method represented by the "publishing" idea), but the communication of the notion that writing has a practical and useful purpose in the lives of the exceptional student -- or, as Alber writes, "a communicative purpose."