Resources for Writing

Access to Writing - Literacy Instruction for Students with Significant Disabilities

In order to develop literacy skills, all students need a way to write using the full alphabet no matter what level of understanding they appear to have about print.

Developed by Hanser (2009) at the Centre for Literacy and Disability Studies (CLDS), an alternative pencil is defined as anything that provides a student with access to all 26 letters of the alphabet.

Center for Literacy & Disability Studies

Writing is undeniably an essential component of literacy instruction for students without disabilities. Without question it is a part of their daily instruction. In order for students with significant disabilities to develop as readers and writers, daily writing is equally, if not, more important. However, this becomes a challenge when most students with significant disabilities are unable to hold a traditional pencil. To address this challenge, the Center for Literacy & Disability Studies at UNC-Chapel Hill has developed a variety of “alternative pencils” for students with the most significant disabilities, including deaf-blindness.

Meaningful Writing Instruction for Students with Intellectual Disabilities

An interesting article about the importance of developing writing as a tool for communication and what writing looks like for students with complex needs.

Ready, Set, Write - Alternative Pencils & Writing for Students with the Most Significant Needs

A downloadable presentation handout by Gretchen Hanser P.hD. and Dr. Caroline Musselwhite

Writing & Students with Significant Disabilities - What does the research say?

A really interesting and extensive collection of research around writing & the use of alternative pencils for students with significant disabilities.

Predictable Chart Writing

Gretchen Hanser, OT, developed this idea of predictable chart writing based on work by Cunningham, Hall and WIlliams, 2001. “Predictable chart writing is a fun and easy, shared writing activity that supports emergent and conventional writers and readers. It is a way of providing some structure, while allowing students to generate their own ideas.” (Hanser, 2005). This is a step by step guide on using predictable chart writing with your learners.