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ABSTRACT
The purpose of this study was to explore the effects of multimedia writing support software on the quality and quantity of writing productivity and self-perception for students who have mild to moderate developmental delays. Participants in this study included 22 special education students in grades kindergarten through 6. Methodology included a pre- and posttest to measure student progress in the areas of quantitative developmental writing skills and qualitative writer self-perception after an intensive technology writing intervention. Three special education teachers and their support staff were trained in the use of an interactive whiteboard and Clicker 5 multimedia writing support software to create motivating writing lessons for their classrooms. These were implemented twice per week over an eight-week period. Results showed significant growth and positive correlation in overall writing scores. Even though the students’ writer self-perception did not change significantly from pre- to posttest, teacher survey results expressed a positive change in student motivation and performance and in a feeling of empowerment for teachers and support staff to increase and expand their use of technology in the classroom.