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Adapted teaching-learning situations for writing

The Québec school context is no exception to the current international reality influencing the teaching profession, which is in need of revising its practices following the integration of special-needs children into regular classrooms. The main objective of this research was to help and guide teachers in testing adapted teaching-learning situations (TLSs) for writing, and to assess their effects on students.

The main objective of this research was to help and guide teachers in testing adapted teaching-learning situations  for writing.

The project had three specific objectives: (1) to select, plan and design, with the teachers, the adaptations to be tested; (2) to assess the effects of the adaptations on motivation and the ability to write a variety of types of texts; and (3) to describe teachers’ perceptions of the effectiveness of the adaptations put in place.

This research involved fifteen teachers and more than 150 students who tested different TLSs in the classroom. A quantitative and qualitative data analysis showed interesting results in relation to both students and teaching practices.

This project contributed to the advancement of knowledge about teaching adaptations for writing, teachers’ perception of these adaptations, and the use of children’s literature in the classroom. Finally, promising avenues for fostering the development of writing skills and student motivation for writing were identified through the action research, which will inform practices for students with special needs.

 

Main researcher: Julie Myre-Bisaillon, Université de Sherbrooke

Original title: Situations d’enseignement-apprentissage de l’écriture, adaptées pour des élèves ayant des besoins spécifiques au primaire et au secondaire : conception, expérimentation et évaluation des effets

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