For students who do not currently write at grade level, full participation and engagement in the learning of the classroom, family and community may be difficult.  Many students who are not writing at grade level are required, beginning at very early elementary grades, to write to engage with print and to demonstrate learning.  For students who are not able to produce print or text in typical ways (e.g. pencil/paper; keyboard),  accommodations that support the grade level learning required and produced by the writing task may allow the student to be better able to interact with the certified teachers related to learning goals and opportunities.  This interaction is critical to the foundation of the grade level learning that supports continued school success.  Current technology provides the opportunity and promise for students to access classroom and community learning through independent writing for full and independent engagement and learning.

Addressing the Needs of All Students in the School Caseload

School districts can use a systems approach to ensure that all students who may require writing AT have those needs addressed through systematic, inclusive  and comprehensive consideration.  An active process that assertively identifies student needs ensures equitable access for all students who may require assistive technology to support writing.  A 5-step process is available to assist districts in systematically considering a  student's writing AT requirements for FAPE.  This approach can also be adapted to meet the needs of students without identified disabilities. 

A Five(5)-Step Process for Writing AT

This 5-Step Process for AT for writing provides teams and districts with guidance to: 

• Systematically consider a learner’s need for assistive technology related to writing.  (Steps 1 and 2)

• Use data-based decision process for determining appropriate writing accommodations including support for a learner’s developing ability to effectively use assistive technology. (Step 3) 

• Comprehensively include the requirements for assistive technology for writing in the IEP.  (Step 4) 

• Document provision of assistive technology for writing and of the support required for effective use by the learner.  (Step 5)

The five-step process for assistive technology for writing is divided into five areas.  Information and materials are included on each of the pages within this section:  

Writing AT Assessment (Step 1,2,3); Writing AT IEP (Step 4) ; and Writing AT Implementation and Accountability (Step 5). ).   Supporting documents for each step are available as well as resources for backup, products, translation of skills to digital environments and other information. 

The rationale for each step is provided in the following and is intended to help teams understand a systematic process for team decisions related to writing assistive technology.   It is critical to include the student, family/parents, general education teacher, special education teacher, related support staff (e.g. PT, OT, SLP) and administration in the discussion from consideration through accountability for provision and use.  

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STEP 1 Writing AT Indicator Question:  

• Preschool through graduation:  Does the learner have a reading or writing goal?

• Early Childhood - Does the learner have an outcome associated with writing, drawing or holding objects indicating that writing skills may be delayed?

  • • Use this indicator question to determine if further consideration should be given to a learner’s need for writing AT. 

      • NOTE:  This question can reasonably be applied to all students.  Special considerations are required for learners who are not yet in preschool based on IFSP outcomes associated with writing.

      • Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload or roster.  For district-wide accountability, use the 5-Step Writing Process Documentation for District - Sheet 1.  

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Rationale:   How does the team know if a learner may need assistive technology for writing?  Should every student with an IEP or IFSP be considered? If a learner has an IEP and a reading or writing goal, it is assumed that the learner is not writing and/or reading at grade level.   If the learner is not writing and/or reading at grade level, it may be difficult to produce print or text that allows effective engagement in the literacy learning process at the same level as those with typical age or grade-level writing skills.   Because of this concern about a learner’s ability to produce text and print for learning, it is important to consider the learner’s need for writing AT.  The indicator that informs which learners may require consideration for writing AT is the presence of writing and/or reading goal.  The inclusion of  a reading goal in the indicator questions ensures that students for whom writing has not yet been addressed in the IEP and for whom reading is below grade level, will be considered. 

If a learner’s reading or writing goal has been discontinued and the student continues to read and/or write below grade level, the process should continue at Step 2.  This may occur for students in the final semesters of high school if the team has directed resources from instruction to other areas. 

Step 2 Writing AT Screening Questions:  What questions will further help to determine if assistive technology for writing is required?

Step 2:  Use the following screening questions to determine if the team should proceed to a data-based determination of a learner’s requirement for writing AT.  A single YES response provides enough information to proceed to Step 3.  A NO response to all screening questions suggests that the student does not require writing AT. 

Rationale:  

The presence of writing or reading goal does not indicate a learner’s need for writing AT.  However, the presence of writing and/or reading goal does signal that the learner is not writing (or reading) at grade level and additional information is needed.   The screening questions are intended to provide the next level of consideration to a learner’s need for writing AT.  These questions can serve as a guide when considering which learners may require more in-depth and data-based review of effective accommodations in this area. 

Use the Documentation of Completion of the 5-Step Process for all Students to document these steps/activities for all students within a caseload or roster.  For district-wide accountability, use the 5-Step Writing AT Process Documentation for District - Sheet 1.

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Screening Question #1:  Is the student’s ability to access, engage with or demonstrate learning of curricular materials currently limited by ability to write (or use early writing forms in younger students)?

• A YES response to this question may suggest that the student’s current learning opportunities are significantly affected by writing difficulty.  

• A NO response to this question may suggest that there is no writing difficulty or that the writing difficulty is not so severe that it causes difficulty engaging in learning opportunities in the classroom. 

Screening Question #2:  Does the student have accommodations listed in the IEP that require an adult scribe, use of a digital recorder or acceptance of oral responses at specific times (e.g. testing, worksheets, chapter books, etc.)?   NOTE:  If one or more are provided at specific times and not listed in the IEP, check YES.  

• A YES response to this question indicates that writing difficulty is significant enough that a dependent accommodation has been introduced.  Consideration for assessment of writing AT may be appropriate.  

• A NO response to this question may indicate that the student does not have writing difficulty or that the writing difficulty is not so severe that it causes difficulty engaging in learning opportunities in the classroom.  

Screening Question #3:    Is legibility and/or readability for age or grade limited for a reader who is unfamiliar with this student’s text production?

• A YES response to this question indicates that the student has significant writing difficulty and that the writing produced will not be usable by the teacher for assessment or targeted instruction related to the writing process.  It is unlikely that the student can read the writing, but may recall what was written.

• A NO response to this question indicates that the student is producing writing that is legible and readable for age and grade. 

Screening Question #4:   Is the time required to produce print or text at or near grade level substantially longer than same-grade peers to the extent that it may interfere with access, engagement and demonstration of learning of core curriculum.

• A YES response to this question may indicate that the student is highly motivated and is able to use current skills to produce writing.  Additional review of writing AT requirement is indicated because the time required to produce the writing is significantly longer than peers.  Through use of writing AT, it may be possible for this learner to use the time and effort resources currently allocated for typical classroom writing for increased learning related to writing or to appropriate increases in the quantity of writing produced.  Additionally, the balance between effort and motivation can shift with the complexity of writing and with student interests. Knowing the effectiveness and requirement for writing AT is important as the student progresses in completion of writing tasks that have increased length and complexity.

• A NO response to this question may indicate that, regardless of the time allocated, the student does not have independent writing skills that allow engagement and learning.   It is likely that this student received a YES response to another question in this screening if writing AT may be required. 

Step 3 Comprehensive Writing AT Assessment:  

What data can be used to support a decision related to a learner’s requirement for writing AT ?

Step 3: This step includes review of the student’s characteristics and specific reasons for writing difficulty.  In addition, this step provides introduction of writing accommodations that may include assistive technology. Current writing requirements are identified and objective measures of writing comparisons are obtained in addition to the level and type of support required for development and use of the AT for writing.  Educator, student and family input is considered as AT is introduced and trialed in specific environments and for specific writing tasks.  The occupational therapist (OT) may be involved in the writing assessment and should be consulted for all students currently served by the OT.

Assessment information is obtained from tools  that may include the DeCoste Writing Protocol and other products that provide comparison of writing modes with and without targeted accommodations in the variety of conditions required for AT decision making.   Use of writing AT within the real environments (e.g. classroom, home) for authentic writing tasks  is important and will provide information that should be included in the IEP.  Based on the information obtained, decisions will be made and documented in the learner’s educational plan regarding the student’s requirement for writing AT.   Projections related to the specific AT needed will be made and described based on the learner’s identified requirements for specific tasks and activities within targeted environments.  Initial matches between the student's needs related to writing and the selected AT is made during assessment.   The specificity of this information can help to guide the IEP development  (Step 4) and  to ensure timely provision  and effective use of accommodations (Step 5).  

Additional Resource for Writing and Writing AT assessment can be found within the First Author Products:  Search using:  First Author Writing Measures.