Interview with a third-fourth grade special education

teacher
By: Chelsea Hardy

Michelle is a special education teacher for third and fourth grade students at
Bentworth Elementary Center. She has been in this position for a little over 6
years. Before coming to Bentworth she worked at an Elementary school in
Virginian as the special education teacher. Through her years of teaching she has
worked mainly with students with learning disabilities. I sat down with Michelle
for an interview to ask her about teaching writing to students with learning
disabilities. She had great input and advice.
Q: What do you, as the teacher, struggle with when teaching or helping
students with learning disabilities how to do writings?
A: As the teacher I struggle with getting the students to write more than one
paragraph when they are writing. They seem to think that one paragraph is
enough, and I have to explain to them that sometimes you need more than one
paragraph. I also struggle with teaching the formalities of writing. Mainly,
margins and indenting. No matter how many times we go over it or that I remind
them, they seem to forget about these formalities when they do their own writing.
Q: What is an area you have seen students with learning disabilities struggle
with most while they are writing?
A: The most common area I see students struggle with is spelling. They know
how to spell most of their sight words, but other words are difficult to read.
Sometimes their handwriting isnt very good, and I have to decipher their writing.
Other than spelling, which I try not to worry too much about, their sentences tend
to be short, choppy, and lack detail. I commonly see a lot of three to four word
sentences that dont make sense or flow together.
Q: What is a strategy you use to help students with learning disabilities write?
A: I use a lot of graphic organizers to help my students. They are guide to help
the students, and the students seem to find them helpful. We use graphic
organizers for each process of writing. Graphic organizers help keep the students
on track, and it allows me to work with each student individually. They also allow
the students to work together on them, and get peer input.
Q: Do you have any mnemonic devices that are helpful and successful for
students with learning disabilities? If so, what are they?
I use a couple mnemonic devices that seem to help students. The first one is
used to answer a question, like on the PSSA. The first mnemonic device is RACE.
The R stands for restating the question, A is to answer the question and all its
parts, C is to cite evidence from the text, and E is to explain the evidence. I start
by modeling the steps for them, and teaching them the device. Then, we do it
together and I have them tell me the steps. Then, I have them practice on a
weekly basis doing it themselves, and then we go over it together.
The second device is used for writing 5 paragraphs. Its O, RE, RE, RE, O. The
first O, is for the first paragraph when they write their attention grabber, state
their opinion, and give a glimpse into the 3 reasons. The REs are for each

paragraph about the difference reasons with more details and an explanation.
Just like the RACE device I model and explain the steps to the students. Then, we
do it together and I have them tell me the steps. Last, I encourage them to try
independently.
Since, students have to take the PSSA in third and fourth grade, and there is a
writing portion. I try to give them mnemonic devices to help them feel confident
in their writing.
Q: How do you motivate students in their writing when they get discouraged?
A: When I see a student beginning to get discouraged I give them
encouragement, one-on-one support, and sometimes I will have them dictate to
me what they want written, Ill write what they say, and then have them copy it
themselves. Sometimes students get so discouraged about the spelling, and not
being able to keep up with their thoughts. To help them feel less anxious I will
write what they say, and then give it to them to write it themselves. I dont like
to use this process, and I try not to use it often, but it does help students calm
down and feel less anxious.
Q: What is your perspective on using word processor for students with learning
disabilities?
A: I personally feel that they have too many barriers that take away from the
actual writing process. They dont know the keyboard, the software, and time. I
mean, it may work better for older grades, but for elementary its not easier. A
benefit that I see helpful is the spell check, but then they can become too
dependent on that.
It was great sitting down with Michelle and getting insight on ways to help
teaching students with learning disabilities how to write. This is something that is
very common, and can be difficult to handle, as a teacher. A teacher has to get
creative and make it fun for students when they struggle with writing, and it
involves tons of modeling. Students with learning disabilities can be successful in
writing as long as we are patient and their to help.