Abstract
Writing is a powerful tool that can be used for multiple purposes. Students demonstrate their knowledge through writing, and it is the primary means by which teachers evaluate their students’ performance. Despite its importance, many students, including those with autism spectrum disorders (ASD), struggle with writing. Teachers, often unaware of what writing practices are considered evidence based, do not always know the best way to teach struggling writers, specifically those with ASD. In this article, the author reviews the characteristics of students with ASD that may affect their writing. The author also examines evidence-based practices for students with ASD and how these practices can be implemented in writing instruction.
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