With Written Output Difficulties Sharon Longert
with learning disabilities have difficulties with their ability
to produce acceptable/grade appropriate work on paper and
to demonstrate their knowledge in written form. There is a
great discrepancy between what they know, what information
they have and can express verbally, and what they are able
to actually put down on paper. These difficulties present
themselves as fine motor and handwriting difficulties, numerous
erasures, disorganization of written product, immature letter
spacing and formation. Often the written output for these
students is far below the average output for the grade level.
as teacher is to find strategies so these students can express
what they know and understand. Following are some ideas adapted
from Sandra Reif and Julie Heimburge’s book, How
to Reach and Teach All Students in the Inclusive Classroom,
(The Center for Applied Research In Education, 1996).
oral reports for written assignments.
options and choices that draw on students strengths –
building, investigating, drawing, constructing, simulating,
experimenting, researching, retelling – and don’t
require extensive writing.
worksheets with extra space for answers.
the space for written work especially in math and on tests.
a buddy to take notes, share, compare.
photocopies of teacher notes for students who have difficulty
copying form the board easily.
written exams with oral exams and average the grades.
oral responses for assignments.
dictation of responses to a transcriber or tape recorder.
access to word processor, speech to print computer programs.
homework that is typed, encourage readable and large fonts.
the students with the first two or three sentences.
students to share their work with the class using transparencies
for the overhead.
all students to only use one side of the paper.
students alternatives instills them with a sense of empowerment
and provides you with a more realistic view of their capabilities.
And since student work is a product of how well students understand
the concepts, it is also a reflection on the teacher's effectiveness.
If you have a question or suggestion,
don’t hesitate to e-mail
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