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Use and acceptability of writing adaptations for students with disabilities: survey of grade 3-8 teachers
Troia, Gary A. Graham, Steve
Troia, Gary A.
Graham, Steve
Author
Abstract
One hundred forty-one teachers in grades 3–8 indicated how frequently they made 24 writinginstructional adaptations for students with disabilities. They also rated the acceptability ofeach of the 24 adaptations on three dimensions: effectiveness, effort needed to implement,and implementation knowledge. Teachers reported making 16 different adaptations monthlyor more often, and 10 at least weekly. The most common adaptation was allowing extra timeto complete writing assignments. The least common adaptations included extra handwritinginstruction, opportunities to compose via dictation, and homework to reinforce skills. Teachersviewed most of the adaptations as acceptable, and views on acceptability made a uniquecontribution to predicting reported use of adaptations, after variance due to student and otherteacher variables was controlled.
Keywords
Date
2017
Type
Journal article
Journal
Learning Disabilities Research and Practice
Book
Volume
32
Issue
4
Page Range
257-269
Article Number
ACU Department
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Event URL
Open Access Status
License
File Access
Controlled