Date Approved

5-7-2018

Embargo Period

5-7-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Xin, Joy

Subject(s)

Composition (Language arts)--Study and teaching (Elementary); Children with disabilities--Education

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

Students with severe disabilities struggle greatly in the area of writing. The purpose of this study is to discover how implementing a writing program created for students with disabilities can increase students' letter writing ability. The study used a single subject, repeated measures crossover design using 2 kindergarten aged students during a public school Extended School Year Program. Students were given the Sensible Pencil Pretest, 3 weeks of writing instruction and the same Sensible Pencil test after instruction. This 5-week model showed that students grew in their writing ability at different rates, but all in a positive manner. It was concluded that the writing program was positive in that the common language and repetition helped students with disabilities to increase their writing skills.

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