Volume 10 Number 1 Spring 2014Edito

Volume 10 Number 1 Spring 2014
Editor
Stephanie Anne Shelton http://jolle.coe.uga.edu
Students with Learning Disabilities in an Inclusive Writing Classroom
Jacobs, Patricia, [e-mail]
University of Florida, Florida, USA
Fu, Danling, [e-mail]
University of Florida, Florida, USA
Abstract
This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students. writing behaviors, processes, and products in these two settings are contrasted. The differences in the students. writing experiences suggest that classroom teachers need to transform our teaching of writing by drawing on students. home literacies to ignite their passion and creativity. The research findings demonstrate that a test-driven teaching approach tends to limit students. ability as learners. Also, in contrast, instruction that values students. technological expertise energizes students. learning, helps them to reach their potential, and ensures their school success. The article concludes by advocating for change in classroom teachers teaching methods and curriculum by inviting students. home literacies into school, valuing their interests, and preparing them to be literate citizens for the 21st century.
Key words: learning disabilities, writing, digital literacies, home literacies
Please cite this article as: Jacobs, P., & Fu, D. (2014). Students with learning disabilities in an inclusive writing classroom. Journal of Language and Literacy Education [Online], 10(1), 100-113. Retrieved from http://jolle.coe.uga.edu.
Jacobs, P., & Fu, D. / Learning Disabilities (2014) 101
Writing is difficult for many students, and poses special challenges for students with learning disabilities (Harris, Graham, & Mason, 2006). These students have historically been disadvantaged (Berry, 2006; McPhail & Freeman, 2005) through education in classroom settings away from most peers their age. In resource rooms, teachers group students diagnosed with learning disabilities (LD), where they often work on isolated skills and do not gain a broader picture of the complexities of writing (Graham, Harris, Fink-Chorzempa, & MacArthur, 2003). Year by year, these students continue to fall behind their peers in regular classrooms (Van Kraayenoord, Miller, Moni, & Jobling, 2009). Teachers, researchers, and parents have challenged this kind of homogeneous grouping practice because students with LD are separated from mainstream education, limiting interaction with their mainstream peers and often receiving inferior instruction. Research has indicated that students with LD benefit from learning in an environment that engages them in peer-interaction and authentic literacy learning activities (Graham & Perrin, 2007).
In order to provide students with LD equal learning opportunities and an effective learning environment, several researchers have recommended an inclusive model (Cole, Waldron, Majd, & Hasazi, 2004; McLeskey & Waldron, 2000) since the late 1990s. The inclusive model aims to educate as many students with disabilities as possible in regular classroom settings while still meeting their unique needs based on the least restrictive environment (LRE) provision of the Individuals with Disabilities Education Act (IDEA, 2004). LRE means that, to the maximum extent possible, school districts must educate students with disabilities in regular education classrooms and provide them with appropriate support such as curriculum modification, an itinerant teacher with special education training, or computer-assisted devices as examples. IDEA requires that school districts have a continuum of placements and services available to accommodate the needs of all children with disabilities ranging from care facilities to regular classroom settings with support services. The students. needs as determined by the Individual Education Program (IEP) and each individual student.s IEP team drive the degree of inclusion. It is important to point out that the inclusive model alone does not guarantee academic gains; however, students with mild LD who are educated along with their peers in an integrated educational setting have been found to benefit academically, socially, and emotionally (Ferretti, MacArthur, & Okolo, 2001; Waldron & McLeskey,1998).
Many students with LD face greater challenges than their education peers without LD when learning how to write. Writing is a complex process that requires the integration of many cognitive and social processes and comprehensive language skills. Students with learning difficulties struggle with generating topics, planning and organizing, editing, revising, monitoring the writing process, and transcribing words (Patel & Laud, 2007; Troia, 2006). They have fewer strategies with writing, less knowledge about writing, and behavior and motivational factors that impede success as school writers (MacArthur,

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卷1号10弹簧2014编辑Stephanie Anne Shelton http://jolle.coe.uga.edu有学习障碍的学生在一个包容性的写作课堂雅可布，帕特丽夏，[e-mail]佛罗里达大学，佛罗里达州，美国福、Danling、[e-mail]佛罗里达大学，佛罗里达州，美国摘要本文介绍了在两种不同的写作情况下，四分之二年级的学生学习障碍的案例研究：写作测试准备和数字故事写作。学生。在这两个设置的写作行为，过程和产品进行了对比。学生的差异。写作经验表明，课堂教师需要通过借鉴学生的写作来改变我们的写作教学。家庭文化点燃他们的激情和创造力。研究结果表明，一个测试驱动的教学方法倾向于限制学生。作为学习者的能力。此外，在对比，价值观学生的指导。技术专长为生。学习，帮助他们达到他们的潜力，并确保他们的学校的成功。文章最后通过邀请学生在课堂上倡导改变课堂教师的教学方法和课程。家庭文化引入学校，重视他们的利益，并准备将他们识字的公民第二十一世纪。关键词：学习障碍、写作、数字文化、家庭文化请举这篇文章为：雅可布，体育和富，D（2014）。有学习障碍的学生在一个包容性的写作课堂。语言和识字教育[在线]杂志，10（1），36-46。从http://jolle.coe.uga.edu。雅可布，体育，和福，D. /学习障碍（2014）101写作是很多学生的困难，并提出了学习障碍学生的特殊挑战（Harris Graham & Mason，2006）。这些学生历来是弱势（Berry，2006；因& Freeman，2005）通过教育在课堂设置远离大多数同龄人年龄。在资源教室，教师组学生患有学习障碍（LD），在那里他们经常工作在孤立的技能并没有获得广泛的写作的复杂性（Graham，Harris，张芬克chorzempa，&麦克阿瑟，2003）。年复一年，这些学生继续落后于他们的课堂同行（Van Kraayenoord，Miller，Moni，和Jobling，2009）。教师、研究者和家长都对这种同质化的分组练习提出了挑战，因为学生与主流教育脱离了主流教育，限制了与他们的主流同行的互动，并经常接受劣质指令。研究表明，从一种环境，使他们在同伴交往和真实的识字学习活动有利于学生学习的LD（Graham &佩兰，2007）。为了提供平等的学习机会和LD的一个有效的学习环境的学生，一些研究人员建议一个包容性的模型（Cole，Waldron，该，与hasazi，2004；mcleskey & Waldron，2000）自上世纪90年代末，包容模型旨在教育为残疾人尽可能多的学生在正规的课堂设置时满足他们独特的需求基于最少限制的环境（LRE）对残疾人教育法案（提供想法，2004）。液体火箭发动机是指，在最大程度上，学区必须教育正规教育的教室的残疾学生，给予适当的支持，如课程的修改，一个特殊的教育培训巡回教师，或辅助设备为例。想法需要，学校地区有一个连续的存款和服务，以适应所有儿童的需求，从医疗设施到正规的教室设置与支持服务的需求。学生。需求的个性化教育计划（IEP），确定每个学生的IEP团队驱动包含度。指出只有包容模型并不能保证学术成就的重要；然而，轻度LD的受过教育的人以及他们的综合教育背景的同龄人的学生已经发现，学术，社会，利益和情感（Ferretti，麦克阿瑟，&奥科洛，2001；Waldron和mcleskey，1998）。在学习如何写作的时候，许多学习困难的学生比他们的受教育的同龄人更大的挑战。写作是一个复杂的过程，需要许多认知和社会过程的整合和综合语言技能。与生成主题学习困难作斗争的学生，计划和组织、编辑、修改、监控写作过程和抄写单词（帕特尔和赞美，2007；特洛伊城，2006）。他们的写作策略和写作知识少，行为和动机因素阻碍了成功的学校的作家（麦克阿瑟，