Teaching Written Language Skills

Abstract

Deficits in written language are often exhibited by students labeled learning disabled, educable mentally retarded, and behavior disordered. Nevertheless, little is known about the quality of the preparation teachers receive for teaching written language skills. Survey questionnaires sent to 920 special education teachers in three states requested demographic, factual, and attitudinal information about teaching written language. The response rate was 55% (508). Results indicate that most teachers are inadequately trained to teach written language, although almost 3/4 of the teachers have students with writing deficits stated on their IEPs. The need for preservice and inservice training is documented.