Developing skills for the written expression of students with moderate to severe disability can be challenging for teachers. Despite the importance of written expression to success in a variety of educational and community environments, there is little research evidence to support a set of practices for teachers to use to establish writing skills for this unique population. The current article provides a synthesis of the available research, and the author proposes a model for teaching students to develop basic sentence writing skills, as sentence writing serves a foundational component for other types of writing.
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