The Graduate Review


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.

Note on the Author

John Bonanni lives on Cape Cod, where he serves as founding editor of the Cape Cod Poetry Review. His poems have appeared in Washington Square Review, Seattle Review, Hayden’s Ferry Review, and Prairie Schooner. He works as a special education teacher for the Nauset Regional School District and is pursuing a Master of Education degree at Bridgewater State University.

Rights Statement

Articles published in The Graduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor’s consent.