General Writing Supports

You may have a client that has a need in the area of writing. They will likely benefit from support in this area to further develop their writing skills and to help compensate for her writing difficulties. It may also be helpful to check out some different writing accommodations as it is likely that your client would benefit from suggested accommodations in this area. 

Some general strategies may include (part 1): 

• Encourage and provide opportunities for the client to develop keyboarding skills. This will be helpful to her, especially as they get older, and academic demands increase.

• Allow the client to use a computer in the classroom and assistive technology, to assist with their written work. There are a variety of assistive technology options available to students with learning disabilities. The client’s school may already have access to some programs.

• Break down writing assignments into manageable steps.

• Reduce the amount of writing expectations for the client or provide them with writing aids for some tasks (e.g., scribe).

• Use multiple choice and fill in the blank formats in the client’s written work (including tests) instead of an essay-type format.

• Continue to give the client explicit instruction in the mechanics of writing. Help the client to refine their proofreading skills (e.g., for spelling, punctuation, capitalization, and sentences).
  • For example, teach them a memory strategy for revising written work such as the COPS strategy (Capitals, Overall Appearance, Punctuation, and Spelling).
  • When students regularly use a simple, easily memorized plan for proofreading, the quality of their writing can improve significantly.

• Direct instruction of writing planning strategies will be beneficial for the client. Teach the client to brainstorm ideas about the topic that interests her/him and put them on paper using a graphic organizer or word web.
  • Other examples of graphic organizers include mind maps and concept frames.

• To improve writing, encourage the client to use rehearsal and real aloud strategies.
  • For example, have the client discuss or plan out what they are going to write about.
    • Once the client is finished writing, encourage them to read all of what they have written aloud so see the flow, logic, and clarity of their writing and where mistakes have been made.

• Having an outline of essential words to copy may help reduce frustration for a given task and increase engagement. It may be helpful to provide the client with partially completed notes.

• Encourage your client to meet with their teacher to review a sample of their writing in-depth. Be sure to discuss both positives and negatives of writing abilities.

• Allow note taking to include drawing/pictures/diagrams of what the client is learning instead of just writing.

• Encourage the implementation of a note-taker during lectures for your client.
  • This could help free your client from the challenge of translating/transcribing what they are hearing and allow them to concentrate on understanding the material being presented. 
  • These notes, either handwritten or typed by other students, should be copied or printed for your client to have their own copy for review and study purposes.

• When the client must copy from the board, allow them to move to the front of the room.

• When note-taking is necessary, a method such as the Cornell or split-page method might assist your client.
  • This involves having a provided outline of main points on one side of the page, with room for brief additions or examples to be written on the other side during lectures.
  • In addition, your client may want to use a more linear outline for taking notes from text or when generating a report, such as the IDEA diagram.
  • These tools may provide an external organizer to encourage the sequencing of thoughts and categorization of data.

• Lecture notes provided by the instructor and/or handouts to support lectures would also help to reduce demands for note-taking during classes.

• Accept alternative to written products to demonstrate knowledge (e.g., oral presentations).

• Give your client opportunities to talk about their writing.

• If your client is a child, as they get older, encourage them to use rehearsal and read-aloud strategies.
  • For example, have them discuss or plan what they are going to write about.
  • Once the client is finished writing, encourage them to read all of what they have written aloud so see the flow, logic, and clarity of their writing and where mistakes have been made.