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Journal articles on the topic 'Disabilities and writing'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Majsterek, David J. "Writing Disabilities." Intervention in School and Clinic 26, no. 2 (1990): 93–97. http://dx.doi.org/10.1177/105345129002600205.

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2

Chia, Kok Hwee. "Writing disabilities: A brief examination of various disabilities of written expression." Health Digest 12, no. 2 (2001): 36–39. https://doi.org/10.5281/zenodo.15278697.

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Writing disabilities, also known as written expression disorders, are learning challenges that affect a person's ability to write clearly, coherently, and accurately. These disabilities can involve difficulties with spelling, grammar, handwriting, organizing thoughts, or translating ideas into written form. They are often associated with conditions like dysgraphia or may co-occur with other learning differences such as dyslexia or ADHD. Writing disabilities can significantly impact learning, as writing is a fundamental skill used across nearly all academic subjects. Students with writing disab

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3

Karlep, K. "WRITING DISABILITIES OF ESTONIAN CHILDREN." Trames. Journal of the Humanities and Social Sciences 4, no. 1 (2000): 53. http://dx.doi.org/10.3176/tr.2000.1.03.

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4

Wong, Bernice Y. L., Roderick Wong, Deanna Darlington, and Wayne Jones. "Interactive Teaching: An Effective Way to Teach Revision Skills to Adolescents with Learning Disabilities." Learning Disabilities Research & Practice 6, no. 2 (1991): 117–27. https://doi.org/10.1177/093889829100600209.

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This paper reports two studies in writing instruction, in which the focus was on investigating the efficacy of an interactive teaching approach in teaching adolescents with learning disabilities revision skills. The instructional foci were clarity and thematic salience in writing reportive essays. Study 1 involved five adolescent males with learning disabilities while Study II, a replication study, involved four adolescent males and two adolescent females with learning disabilities. The results from Study I indicated that through the experimenter-teacher's instructional dialogues, the adolesce

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5

Costa, Lara-Jeane C., Crystal N. Edwards, and Stephen R. Hooper. "Writing Disabilities and Reading Disabilities in Elementary School Students." Learning Disability Quarterly 39, no. 1 (2015): 17–30. http://dx.doi.org/10.1177/0731948714565461.

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This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single school district who initially were placed into three groups based on the Wechsler Individual Achievement Test–Second Edition (WIAT-II) Written Expression subtest: Typically Developing (TD; n = 83), WD-Only ( n = 38), and WD + RD ( n = 16). Results indicate

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Jiménez, Juan E. "Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series." Journal of Learning Disabilities 50, no. 5 (2016): 483–90. http://dx.doi.org/10.1177/0022219416633126.

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This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speak

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Dangel, Harry L. "Promoting Writing Stars." Academic Therapy 23, no. 3 (1988): 249–54. http://dx.doi.org/10.1177/105345128802300306.

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8

Brueggemann, Brenda Jo, Linda Feldmeier White, Patricia A. Dunn, Barbara A. Heifferon, and Johnson Cheu. "Becoming Visible: Lessons in Disability." College Composition & Communication 52, no. 3 (2001): 368–98. http://dx.doi.org/10.58680/ccc20011424.

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The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of “writing” and “composing” at the same time it challenges “normal”/“not normal” binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability’s “in-visibility” White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered wri

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Ξανθή, Στέλλα. "Η γραπτή έκφραση ως διαδικασία: Από τη λειτουργική εκτίμηση στη δόμηση της γνώσης". Psychology: the Journal of the Hellenic Psychological Society 19, № 1 (2020): 22. http://dx.doi.org/10.12681/psy_hps.23606.

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An alternative assessment of writing skills was applied to 60 students (38 with learning disabilities and 22 with average/high performance), ranging in age from 9 to 12 years. The aim was to provide a functional, curriculum based assessment of linguistic/metalinguistic, cognitive/metacognitive and writing skills. The assessment was developed on the basis of prior research on the difficulties experienced by students with writing. A teaching intervention was planned and executed in order to develop the writing skills of the students with learning disabilities using three educational software too

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Bray, Laura E., Alicia A. Mrachko, and Christopher J. Lemons. "Standardized Writing Opportunities: A Case Study of Writing Instruction in Inclusive Classrooms." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (2014): 1–40. http://dx.doi.org/10.1177/016146811411600606.

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Background/Context For an increasing percentage of students with disabilities, writing instruction is taking place in general education classrooms. The practice of instructing students with disabilities in general education classrooms is commonly referred to as inclusion. For elementary and middle school English teachers, inclusion requires that they teach students with varying instructional needs how to write. While numerous studies have examined writing instruction and interventions for students with disabilities, little research has closely examined the phenomenon and implications of provid

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11

Lim, Zihyun, and Suk-Hyang Lee. "Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes." Journal of Special Education Technology 34, no. 1 (2018): 27–40. http://dx.doi.org/10.1177/0162643418780496.

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This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the s

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Riley, Richard W. "Improving the Reading and Writing Skills of America's Students." Learning Disability Quarterly 19, no. 2 (1996): 67–69. http://dx.doi.org/10.2307/1511248.

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We have learned a great deal about the academic challenges that children with learning disabilities face in school. The National Longitudinal Transition Study (Valdes, Williamson, & Wagner, 1990) data show, for example, that grade point averages of children with learning disabilities are lower than those of other students, that children with learning disabilities frequently receive failing grades, and that they are more likely to drop out of school entirely. Only 61% of out-of-school youth with learning disabilities graduated from high school compared to 76% for the general population of y

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13

Lauffer, Kimberly A. "Accommodating Students with Specific Writing Disabilities." Journalism & Mass Communication Educator 54, no. 4 (1999): 29–46. http://dx.doi.org/10.1177/107769589905400404.

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14

TORRES, CAROLINE, and RHONDA S. BLACK. "Culturally Responsive Self-Regulated Strategy Development in Writing for College Students with Disabilities." Multiple Voices for Ethnically Diverse Exceptional Learners 18, no. 1 (2018): 42–59. http://dx.doi.org/10.56829/2158-396x.18.1.42.

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Students with disabilities and culturally and linguistically diverse (CLD) students typically struggle more with writing than their nondisabled and English-proficient peers. Although the reasons are different, these students often face similar difficulties in writing. Self-regulated strategy development (SRSD) is an evidence-based practice for students with disabilities. In this study, SRSD was adapted to address postsecondary writing demands and to add culturally responsive and language development elements, resulting in culturally responsive and evidence-based approach to excellence (CREATE)

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Regan, Kelley, Anya S. Evmenova, Kevin Good, et al. "Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum." Journal of Special Education Technology 33, no. 1 (2017): 3–14. http://dx.doi.org/10.1177/0162643417727292.

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As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the effects of a mobile-based graphic organizer (MBGO) with embedded self-regulated learning strategies and strategy instruction on the persuasive writing of middle school students in an inclusive classroom. After given opportunities to practice writing in th

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Yates, Cheryl M., Virginia W. Berninger, and Robert D. Abbott. "Specific Writing Disabilities in Intellectually Gifted Children." Journal for the Education of the Gifted 18, no. 2 (1995): 131–55. http://dx.doi.org/10.1177/016235329501800203.

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To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower l

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Dunn, Patricia A. "Disabling Assumptions: Differentiating Writing, Reading, and How We Respond to Writing." English Journal 104, no. 2 (2014): 118–20. http://dx.doi.org/10.58680/ej201426203.

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This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

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Madrakhimova, Ranokhon. "GEOGRAPHY CLASSES WITH CHILDREN WITH DISABILITIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (2022): 31–33. http://dx.doi.org/10.55640/eijmrms-02-05-08.

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This article analyzes the issue of teaching Geography with children with disabilities. During the writing of this article, the authors have developed more interesting, easier, ways to teach geography to children with disabilities, effectively using theoretical and practical approaches.

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Seo, Ju Young. "Writing-Reading Relationship of Elementary Students at Risk for Writing Disabilities." Korean Journal of Special Education 50, no. 1 (2015): 99–109. http://dx.doi.org/10.15861/kjse.2015.50.1.99.

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Kadek Januarsa Adi Sudharma, Ayu Meiranda. "PEMIDANAAN TERHADAP PENYANDANG DISABILITAS MENTAL SEBAGAI PELAKU TINDAK PIDANA PENCABULAN (STUDI PUTUSAN PERKARA NOMOR 16/Pid.Sus/2019/Pn.Wsb)." Jurnal Hukum Saraswati (JHS) 3, no. 2 (2021): 56–71. http://dx.doi.org/10.36733/jhshs.v3i2.2957.

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This study aims to determine the punishment of persons with mental disabilities who commit criminal acts and the criminal responsibility of persons with mental disabilities as perpetrators of criminal acts of obscenity in Decision Number: 16/Pid.Sus/2019/Pn.Wsb at the Wonosobo District Court. This research is a type of normative legal research that is prescriptive. This legal writing uses a law approach and a case approach. The legal materials used in writing this law are primary legal materials in the form of the 1945 Constitution, the Criminal Code (KUHP). Wonosobo District Court Decision NU

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Berninger, Virginia W., and Dianne Whitaker. "Theory-Based Branching Diagnosis of Writing Disabilities." School Psychology Review 22, no. 4 (1993): 623–42. http://dx.doi.org/10.1080/02796015.1993.12085678.

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22

Jellison, Judith. "Writing and Talking about Students with Disabilities." Soundings (Reston, VA) 4, no. 1 (1990): 24–25. http://dx.doi.org/10.1177/104837139000400109.

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Mayes, Susan D., Susan L. Calhoun, and Susan E. Lane. "Diagnosing Children's Writing Disabilities: Different Tests Give Different Results." Perceptual and Motor Skills 101, no. 1 (2005): 72–78. http://dx.doi.org/10.2466/pms.101.1.72-78.

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Writing problems are common in children with clinical disorders. However, there are significant intra-individual differences between the ability to spell words, construct sentences, and compose text. Therefore, achievement tests measuring different writing skills may not be consistent in identifying children who have these various writing disabilities. Our study compared scores on the Woodcock-Johnson Written Language subtests (which measure the ability to produce single words and single sentences) with scores on the Wechsler Individual Achievement Test Written Expression subtest (which assess

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Ahadianingsih, Monica Nur. "The Use of Straw String Media to Improve Pre-Writing Skills for Children With Intellectual Disability." JASSI ANAKKU 21, no. 2 (2021): 121–30. http://dx.doi.org/10.17509/jassi.v21i2.39513.

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The purpose of this study was to determine the use of straw string media to improve pre-writing skills for children with intellectual disabilities. The research method used is Classroom Action Research (CAR) using demonstration learning methods and assignments. The research subjects were three children with intellectual disabilities at the Special School. The results showed that students experienced an increase in pre-writing skills. This is proved by the average acquisition of students' pre-writing skills which increases in each cycle. The results of the post-test showed that the average scor

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Fajarwati, Erliana. "Marginalisasi Sosial dan Tantangan Para Penyandang Disabilitas Terhadap Akses Pekerjaan di Era Society 5.0." Jurnal Inovasi Teknologi dan Edukasi Teknik 1, no. 12 (2021): 887–93. http://dx.doi.org/10.17977/um068v1i122021p887-893.

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Persons with Disabilities are people who experience limitations both physically and mentally which can interfere with their activities. They get a negative stigma because of the limitations they have. In fact, because of the stigma attached to persons with disabilities, it is difficult for them to get access to work. Even though they shouldn't have that stigma, especially now that we have also entered the Era of Society 5.0. This article was written to find out the challenges experienced by persons with disabilities to access to work and it is hoped that this article will also provide solution

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Arya Putra, I. Putu Dudyk, and Agung Wijaya. "PELATIHAN FOTOGRAFI, VIDEOGRAFI DAN MENULIS BERITA DI MEDIA SOSIAL UNTUK PENYANDANG DISABILITAS DI ANNIKA LINDEN CENTRE." Jurnal Lentera Widya 3, no. 1 (2021): 33–42. http://dx.doi.org/10.35886/lenterawidya.v3i1.274.

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A B S T R A C T English translation.  Today's growing digital world also affects the variety of types of work for disabilities. One of the prospective job opportunities for disabled people is freelance work. Freelance work for the disabled is available among others in the world of photography, design and writing such as photographers, news contributors / journalists, graphic design, copywriters, social media admins. These positions certainly require special skills so that disabilities can develop a career in the creative industry sector. If pursued, freelance work can be one of the

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Novriansyah, Seko, and Luluk Lusiati Cahyarini. "Implementasi Penerbitan Sim D Bagi Penyandang Disabilitas Di Polrestabes Semarang Berdasarkan Peraturan Kapolri Nomor 9 Tahun 2012 Tentang Surat Izin Mengemudi." Notarius 15, no. 1 (2022): 220–29. http://dx.doi.org/10.14710/nts.v15i1.46036.

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The rights of persons with disabilities must be achieved so that persons with disabilities can play a role in their social environment, and have independence in realizing their own welfare. The purpose of writing this journal is to determine the implementation of SIM D Issuance for Persons with Disabilities in Semarang Police and the obstacles faced by Polrestabes Semarang in the process of implementing SIM D issuance for persons with disabilities based on the Chief of Police Regulation Number 9 of 20l2. The method used in this research is sociological juridical research. , with analytical des

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Rouhani, Yasaman, Asghar Moulavi Nafchi, and Seyyed Mehdi Ziaee. "Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study." Theory and Practice in Language Studies 6, no. 4 (2016): 733. http://dx.doi.org/10.17507/tpls.0604.10.

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This review study explores four methods of teaching writing to students with disabilities. The goal of this review study, therefore, is to investigate writing interventions intended for students with more debilities than learning disabilities (LD) attempting to determine if students’ writing developed during the intervention. About 13 studies use self-regulated strategy development (SRSD) instruction and two studies combine SRSD with other instructions. Moreover, this review attempts to determine the possibility of applying journal writing instruction, persuasive writing, and sentence-level sk

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Hallenbeck, Mark J. "Taking Charge: Adolescents with Learning Disabilities Assume Responsibility for Their Own Writing." Learning Disability Quarterly 25, no. 4 (2002): 227–46. http://dx.doi.org/10.2307/1511355.

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Adolescents with learning disabilities (LD) often find expository writing among the most difficult academic skills to master. These students typically experience a great deal of failure with writing and become dependent upon others — mainly the teacher — for ideas and “quality control.” Such dependence on external sources hinders the development of higher-level cognitive skills required of effective writers. This study examined how a powerful writing strategy, Cognitive Strategy Instruction in Writing (CSIW), helped enable a group of seventh-graders with LD to take over responsibility for thei

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Welch, Marshall. "The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities." Learning Disability Quarterly 15, no. 2 (1992): 119–28. http://dx.doi.org/10.2307/1511013.

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This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th

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Leins, Patricia A., Yojanna Cuenca-Carlino, Sharlene A. Kiuhara, and Laura Thompson Jacobson. "The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text." Intervention in School and Clinic 53, no. 2 (2017): 81–87. http://dx.doi.org/10.1177/1053451217693367.

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An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities, such as learning disabilities or behavioral disorders, at the secondary level. This article discusses the flexibility and practicality of the SRSD model by describing ways in which secondary teachers can effectively use this strategy to enhance the arg

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Gordon, Ricia. "Comprehension, Concept Foration, and Written Expression: Strategies and Challenges for Teaching College Writing to Students with Learning Disabilities." Teaching English in the Two-Year College 32, no. 2 (2004): 154–65. http://dx.doi.org/10.58680/tetyc20044573.

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This article profiles a group of college students with learning disabilities, outlines strategies used to help those students in their 100-level expository-writing class, and illustrates persistent writing problems with three student writing samples.

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Tūbele, Sarmīte. "Correlations between Reading Disabilities and Learning Disabilities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 200. http://dx.doi.org/10.17770/sie2012vol2.134.

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The article is devoted to reveal correlations between reading disabilities and learning disabilities. These problems need to be explained and teachers need to have reasonable solutions. Number of school-children with learning disabilities is increasing and teacher is not able to find the best and most precise ways of diagnostics and treatment/intervention. Causes of learning disabilities are different: brain damage or distorted functioning of it; auditory or visual perception and operating problems; language acquisition or processing problems etc. Symptoms are mostly noticed in the main areas

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MacArthur, Charles A., Steve Graham, Shirley S. Schwartz, and William D. Schafer. "Evaluation of a Writing Instruction Model that Integrated a Process Approach, Strategy Instruction, and Word Processing." Learning Disability Quarterly 18, no. 4 (1995): 278–91. http://dx.doi.org/10.2307/1511234.

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This study evaluated the effectiveness of a model of writing instruction that integrated word processing, strategy instruction, and a process approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teachers supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supported fluent production

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Smith, Sean J., K. Alisa Lowrey, Amber L. Rowland, and Bruce Frey. "Effective Technology Supported Writing Strategies for Learners With Disabilities." Inclusion 8, no. 1 (2020): 58–73. http://dx.doi.org/10.1352/2326-6988-8.1.58.

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Abstract Recent literature has shown the positive impact of supporting writing instruction with technology for students who struggle with writing, including those with intellectual and developmental disabilities (IDD). Based on a yearlong study involving general and special education teachers serving students in inclusive classrooms, we identified specific learning strategies that, when supported with efficient and effective technology, enhance writing outcomes for students with and without disabilities in inclusive settings. To facilitate data collection and assist teachers in identifying nee

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Ewoldt, Kathy B. "Productivity Apps Supporting Higher Order Writing Skills for Secondary Students With Learning Disabilities." Intervention in School and Clinic 53, no. 5 (2017): 313–20. http://dx.doi.org/10.1177/1053451217736868.

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Students with learning disabilities tend to focus on lower-level elements of writing, leading them to compose poorly organized paragraphs comprised of strings of linear ideas. Deficits in language and working memory negatively impact ability to produce quality writing. Technology and software applications can provide a means of academic supports for students with disabilities. Four productivity applications (i.e., apps) that encourage focusing on higher-order writing skills and support cognitive load are presented for use with secondary students. These apps are combined to provide teachers wit

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Søvik, Nils, Oddvar Arntzen, and Ragnar Thygesen. "Relation of Spelling and Writing in Learning Disabilities." Perceptual and Motor Skills 64, no. 1 (1987): 219–36. http://dx.doi.org/10.2466/pms.1987.64.1.219.

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The paper describes a study in which the relationship between the cognitive and psychomotor aspects of children's spelling and writing performances was investigated. By comparing data from various categories of children the relationship between the semantic and psychomotor functions could be examined, and differences between the skill performances of the three groups of students were predicted. A four-way 3 × 3 × 2 × 2 orthogonal design with categories of subjects, type, structure, and length of task as independent variables was used in the laboratory study, with 24 “normal”, 24 dyslexic, and

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Baker, Scott, Russell Gersten, and Steve Graham. "Teaching Expressive Writing to Students with Learning Disabilities." Journal of Learning Disabilities 36, no. 2 (2003): 109–23. http://dx.doi.org/10.1177/002221940303600204.

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Cook, Kathleen B., and Katie E. Bennett. "Writing Interventions for High School Students With Disabilities." Remedial and Special Education 35, no. 6 (2014): 344–55. http://dx.doi.org/10.1177/0741932514523140.

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Sturm, Janet, and David A. Koppenhaver. "Supporting Writing Development in Adolescents with Developmental Disabilities." Topics in Language Disorders 20, no. 2 (2000): 73–92. http://dx.doi.org/10.1097/00011363-200020020-00007.

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Pardes, Joan Rudel, and Rebecca Z. Rich. "Teaching Writing to College Students with Learning Disabilities." Intervention in School and Clinic 31, no. 5 (1996): 297–302. http://dx.doi.org/10.1177/105345129603100507.

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Ciullo, Stephen, Linda H. Mason, and Laura Judd. "Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities." Behavior Modification 45, no. 1 (2019): 122–46. http://dx.doi.org/10.1177/0145445519882894.

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Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quali

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Datchuk, Shawn M., Sydra Smith, and Lanqi Wang. "Using Multiple Modes of Transcription to Improve the Sentence Typing of Elementary Students With Disabilities." Journal of Special Education Technology 34, no. 4 (2019): 226–38. http://dx.doi.org/10.1177/0162643419832993.

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Elementary students are expected to engage in written expression that is handwritten and typed. One critical skill of written expression is sentence construction: the composition of multiple words that follow rules of semantics and syntax. Unfortunately, many students with disabilities struggle to successfully handwrite or type complete sentences. In the present study, we investigated effects of a supplemental writing intervention that taught simple sentence handwriting and typing. Participants included three elementary students with high-incidence, academically related disabilities. Overall r

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Kim, Ha-Na, and Ja-Kyoung Kim. "Effects of Process-Based Collaborative Writing on Story Writing and Writing Attitude among At-Risk Students with Writing Disabilities." Journal of Special Education 38, no. 4 (2022): 55–79. http://dx.doi.org/10.31863/jse.2022.11.38.4.55.

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Aji, Aprizal Purnama. "Diskriminasi Terhadap Penyandang Disabilitas Pada Novel Invalidite Karya Faradita." PIKTORIAL : Journal of Humanities 3, no. 2 (2021): 9. http://dx.doi.org/10.32493/piktorial.v3i2.19063.

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This writing is a proof of acts of discrimination against persons with disabilities in Faradita's third edition of Invalidite novel which was published in 2019. This writing uses Blank and Dabady's discrimination theory, social interaction, and the impact of acts of discrimination against persons with disabilities in the umbrella of literary sociology. The method used in this study is a qualitative method where this method is used in translating data relating to acts of discrimination, social interactions and impacts with the environment. At this writing, 23 data were found on acts of discrimi

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Thị Hà, Nguyễn. "BIỆN PHÁP PHÁT TRIỂN KĨ NĂNG TIỀN VIẾT CHO TRẺ KHUYẾT TẬT TRÍ TUỆ 5 – 6 TUỔI". Journal of Science Educational Science 69, № 4A (2024): 276–85. https://doi.org/10.18173/2354-1075.2024-0101.

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The article provides criteria for measuring the level of development of pre-writing skills of children with intellectual disabilities based on the criteria in the preschool education program and the Development Standards for 5-6-year-old children prescribed by the Ministry of Education and Training on pre-writing skills. Each criterion has specific indicators, from which 5 measures are proposed to develop pre-writing skills for children with intellectual disabilities aged 5-6 years: Measures to design and select games according to the goal of developing pre-writing skills; Building a play envi

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Van Trigt, Paul, and Susan Legêne. "Writing Disability into Colonial Histories of Humanitarianism." Social Inclusion 4, no. 4 (2016): 188–96. http://dx.doi.org/10.17645/si.v4i4.706.

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In this paper, the relation between humanity and disability is addressed by discussing the agency of people with disabilities in colonial histories of humanitarianism. People with disabilities were often—as indicated by relevant sources—regarded and treated as passive, suffering fellow humans, in particular in the making and distribution of colonial photography. In the context of humanitarianism, is it possible to understand these photographs differently? This paper analyzes one photograph—from the collection of the Tropenmuseum Amsterdam—of people with leprosy in the protestant leprosarium Be

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Kim, Joungmin, and Hyunwook Kim. "Effects of Process-Based Writing Instruction using for Three Students with Writing Disabilities." International Journal of Software Engineering and Its Applications 9, no. 11 (2015): 263–70. http://dx.doi.org/10.14257/ijseia.2015.9.11.24.

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Berninger, Virginia W., and Judith Rutberg. "RELATIONSHIP OF FINGER FUNCTION TO BEGINNING WRITING: APPLICATION TO DIAGNOSIS OF WRITING DISABILITIES." Developmental Medicine & Child Neurology 34, no. 3 (2008): 198–215. http://dx.doi.org/10.1111/j.1469-8749.1992.tb14993.x.

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Jung, Pyung-Gang, Kristen L. McMaster, and Robert C. delMas. "Effects of Early Writing Intervention Delivered Within a Data-Based Instruction Framework." Exceptional Children 83, no. 3 (2016): 281–97. http://dx.doi.org/10.1177/0014402916667586.

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We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achiev

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