Vocabulary requirements for writing activities for the academically mainstreamed student with disabilities

Abstract

Students with disabilities, who are academically integrated, require sufficient literacy skills to effectively participate in classroom activities. Those with limited spelling skills may need augmentative and alternative communication [AAC] support that provides access to appropriate vocabulary for classroom communication. The purpose of this research project was to document the vocabulary used during selected written assignments by students from second through sixth grade in a regular elementary school. This information was collected to assist the AAC team as they developed an augmented writing system and a remedial writing program for a 12-year-old student with severe dysarthria due to cerebral palsy. The frequency of word occurrence was calculated from letter writing, language arts, and science written assignments completed by the nondisabled students. The integration of the vocabulary use data into the augmented writing system to support this student in her classroom endeavors is discussed.