Writing

Writing AT Assessment [Steps 1,2 and 3]

Writing AT- IEP [Step 4]

Writing AT- Provision and Accountability [Step 5]

Writing AT- Backup

Writing AT- Materials to Support Families

Writing AT - Products

Resources - Sources for Writing AT information

Iowa Reading Research Center: Developing Writers in the Classroom: Daily Writing Time and Multipurpose Writing Note: This blog post from the IRRC provides teachers with guidance on increasing and expanding writing instruction and opportunities. For students who require access to technology and assistive technology, we will always need to think about how AT fits into each of these important considerations for writing in the CR.

Assistive technology that supports writing include any device that meets the definition of assistive technology and is used for writing. Writing AT could include:

• computer or tablet and typical keyboard input
• adapted keyboard (e.g. specialized external or onscreen keyboards, onscreen scanning, onscreen eyegaze, onscreen keyboard with word prediction, word prediction, chorded keyboard, morse code)
• adapted handwriting tools (e.g. pencil, pencil grip, modified writing surface, draw letters on tablet or computer screen)
• speech recognition/voice typing/speech to text
• word prediction, spell check, homophone check and other spelling supports
• grammar, word overuse and punctuation checks
• organizational and planning tools for writing
• adapted display (e.g. large screen; color contrasted screen; text to speech)

The importance of considering reading and writing together

• Vocabulary (100-1000 words per year through reading)
• Complex languge and thinking/reasoning skills
• Information through content
• Model for organization of information for comprehension
• Organization of writing affected by frequency and type of reading
• Learning through content presented in print and text (information and expressive engagement)
• The reading-writing connection builds from Day 1