Within a Structured Writing Curriculum Crucial consideration should be given to the importance of supporting independent production of coherent writing through assistive technological tools and well-designed curriculum and instruction. Many educational situations have placed heavy emphasis on the student as the resource for writing activities and have failed to address the often limited outcomes. Effective instructional methods, delivered within a carefully designed curriculum, in combination with access to appropriate assistive technological applications can include and encourage the student who experiences challenges in independent written communication. Educators must assume every student has the capacity to write. This search demands spiritual robustness by educators in order to discover, implement, and assess the tools which may promote independence in writing for students with serious writing deficiencies.
Students begin to assume more responsibility for their own writing and organization.
Students as workers rather than the more familiar metaphor of teacher as deliverer of instruction services becomes the model for the classroom. There is a call for teaching methods to be personally meaningful, helping the student interact with people. In order for one to express oneself, to convey understanding through communication, one strives to be independent. To build independence in writing, it is important to focus on the students' reality and meaning system to construct activities. To that end, students will perform tasks representative of those most useful in their world.