Student-composed narratives represent a new adolescent literacy approach in general education and an academic standard in secondary schools. Provided with an intervention of scaffolded story writing, adolescents with significant communication disabilities can write narratives also. A detailed description of the scaffolded story writing process is provided, and four case examples of the written narratives of students with communication disabilities are presented. Implications for speech and language intervention include successfully connecting the IEP goals of students with the core curriculum, engaging students in mixed-ability groups, exposing students to the elements of critical literacy, developing writing skills, and building capacity for other communication behaviors.
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