Revision of the mechanics of writing is made easier through the use of a word processing program. The most important thing for a classroom teacher to know about computer adaptations and adaptation devices is that there is a wide variety of solutions and that highly trained specialists in technology as well as in specific needs are available to provide information and suggestions. Technology provides a means but it is not an end in itself. Technology use may enable these individuals to function independently and successfully beyond their formal schooling years. We should be seeking a more robust and authentic construct of understanding.
Competence is more like contextual insight and good judgement than mechanical expertise.
When we link skilled use of the computer with skilled teaching and good curriculum we can expect real benefit. In this presentation, instructional strategies which address the use of assistive technology within an effective instructional writing program, designed to support students'writing in inclusive curriculum assignments, at the secondary level, will be discussed. The presenter has worked on projects in secondary schools as a facilitator for development of an assistive writing program. This presentation is developed with the belief that writing is an act that requires direction, modelling and scaffolding to enable writers to convey meaning to an audience. Basic writing structures derived from the most frequently expected structures of writing including reports, narratives, explanations, procedures, argumentatives, and discussion will be shared.