Remedial and compensatory writing technologies for middle school students with learning disabilities and their classmates in inclusive classrooms

Abstract

As students enter middle school, they face increased writing expectations. Middle school teachers expect students to write lengthier compositions across genres that are more technically correct and thoughtfully written than those required in elementary school. Some students will meet the increased expectations, while others will not. Most students with learning disabilities have more writing challenges than their general education classmates. Consequently, middle school inclusive classroom students present a wider range of writing abilities and challenges. Teachers can include in their writing instruction various technologies to teach and remediate their students’ writing. Compensatory technologies can provide students with ongoing support as they write. This article describes technologies teachers and students can use throughout the writing stages.

Keywords:

• ChatGPT
• compensatory writing technology
• inclusive middle school classrooms
• learning disabilities
• remedial writing technology
• writing process stages

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Patricia M. Barbetta

Patricia M. Barbetta, Ph.D., is a special education associate professor at the Florida International University, Miami, FL. Her current research interests are instructional and assistive technologies for students with disabilities, technologies to support the writing process, online learning, active student learning, and behavior management.