Effective writing instruction in inclusive schools

Many students, including students with disabilities, struggle with both the basic and higherlevel skills needed to write effectively. Fortunately, researchers have established a strong research base for what works in remediating basic skill and written comprehension performance across three instructional tiers or levels (individual, small group, and whole class instruction). Furthermore, the Common Core State Standards (CCSS, 2010) initiatives have focused attention on writing instruction as a shared responsibility for inclusive classrooms across grade levels and academic content.