ADDRESSING THE ENDURING ISSUE OF WRITING ACHIEVEMENT:EVIDENCE-BASED STRATEGIES FOR STUDENTS WITH DISABILITIES

This chapter explores how evidence-based writing intervention can be implemented to support students with disabilities in Grades K-12. Drawing on empirical research, we examine how the extant research for writing intervention can be interpreted and applied to meet the needs of students across grade levels, disability categories, and instructional contexts. The chapter considers how these approaches can be delivered within a multi-tiered system of support, with attention to both small-group interventions and more intensive, individualized instruction. We also explore enduring challenges, including teacher preparation, limited teacher access to high-quality instructional materials, and the need for tailored supports for teaching writing to students with more significant disabilities. Ultimately, this chapter calls for continued program development and research to improve writing outcomes for students with disabilities. By elevating the role of writing in special education, we can build intervention frameworks that align with the science of learning.