Portfolio 3: Literature Review
Students with disabilities are required to write within content areas to demonstrate understanding of text. Several state and national standards requires students as young as the second grade, including students to with disabilities, to write argumentative essays in content areas. However, many students with disabilities struggle in the area of writing, including the areas of organization and content. Students with disabilities require strategies and supports to support writing about content in inclusive settings in order to demonstrate understanding of these topics in writing. However, several factors prevent students with disabilities from writing effective essays about content including the limited time of instruction for writing in content areas and the limited strategies provided for students in content. In addition, existing interventions for students with disabilities are often lengthy and difficulty to incorporate in inclusive settings. There is also very limited research to determine strategies that support writing about content. Therefore, there is a need for research that determines strategies that can support the writing of students with disabilities in content areas, including science and social studies.
Please following the link for the literature review:
*Prior to proposal, sections will be added to review the literature in detail for the following:
-SRSD research
-Self regulated learning strategies
-Graphic organizers and writing
-Technology and writing