Abstract
Writing attitudes of three learners with severe disabilities were surveyed in a substantially separate special education classroom within a public school in Massachusetts in order to determine the effect on learners’ writing attitudes after a project-based creative writing intervention in poetry. Writing skills were measured using teacher-created rubrics and attitudes were measured using pre and post survey data. Primary diagnoses of students involved included Intellectual Impairment, Autism, and Traumatic Brain Injury. Findings indicated that the intervention was most successful for the student with autism, moderately successful for the student with Traumatic Brain Injury, and not successful for the student with Intellectual Impairment. Findings are consistent with previous findings that text production plays a major role in writing attitude.
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Recommended Citation
Bonanni, John M.
(2018)
The Effect of Project-Based Poetry Writing Intervention on Writing Attitudes among Students with Severe Learning Disabilities.
The Graduate Review, 3, 8-22.
Available at: https://vc.bridgew.edu/grad_rev/vol3/iss1/6
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