Writing in Inclusive Elementary Schools: To Be a Writer or Not to Be a Writer

In this chapter, the writing challenges that many students with disabilities experience are situated within the instructional context of the inclusive elementary classroom and instructional content as required in the United States state and national standards. Foundational research and instructional approaches for teaching students to transcribe, to spell, to write sentences, to write stories and essays, and to write from text sources are examined. The basic skills developed and taught in elementary school are connected to instruction for transitioning students to the secondary classroom. Implications for future research and practice are set forth by reviewing promising interventions and technologies for improving students with disabilities’ writing success in the inclusive elementary classroom.