It is important for students to have daily opportunities to write. According to Koppenhaver and Erickson (2007), students should write at least four days a week, otherwise they won’t learn to like writing. Infrequent opportunities to write suggests to kids that writing is difficult and not fun. This may be especially true for emergent writers,… Read More Writing Across the Content Areas
Self-Determination Skills Resources
What are Self-Determination Skills? Self-determination skills allow an individual to exert control in making important life decisions. Associated skills include goal setting, problem solving, and self-advocacy (Burke, Raley, Shogren, Hagiwara, Mumbardo-Adam, Uyanik, & Behrens, 2018). The Virginia Department of Education’s I’m Determined Project has identified 9 elements of self-determination. Teaching self-determination skills to students with… Read More Self-Determination Skills Resources
Low-Tech Solutions for High-Interest Instruction
Not all assistive technology involves computers, tablets, or software. Sure, it is fun to have shiny new devices that are full of bells and whistles, but the key is to utilize items that best support the needs of a particular student. Hamm, Mistrett, and Ruffino (2006) asserted that low-tech devices are often preferable for teachers… Read More Low-Tech Solutions for High-Interest Instruction
Writing Instruction for Students on the ASOL Curriculum
When approaching writing instruction for students with disabilities, it is helpful to consider writing as a form of communication, rather than focusing on the physical task of manipulating a pencil or keyboard. Regardless of age, all writers must progress through the same developmental stages of writing. T-TAC ODU is pleased to offer the following free… Read More Writing Instruction for Students on the ASOL Curriculum
