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Word processing and Written Composition: An Intervention for Children with Mild Intellectual Disability

Published online by Cambridge University Press:  26 February 2016

Maria Van der Kaay ,
Ken Wilton  and
Michael Townsend
Maria Van der Kaay
Affiliation:
University of Auckland
Ken Wilton*
Affiliation:
University of Auckland
Michael Townsend
Affiliation:
University of Auckland
*
Address for: Dr. Keri Wilton, School of Education, University of Auckland, Private Bag 92019, Auckland 1, New Zealan
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Abstract

The effectiveness of word-processing as a supplementary written language intervention was examined in a sample of 14 children with mild intellectual disability. The children were enrolled in two special classes in an Auckland primary school. The study was initiated in the senior classroom (age-range 9–11 years), where a personal computer had been installed. In the initial week the children were taught to use a word-processing package, and for the next eight weeks, the children used the computer for daily writing activities. The computer was then shifted to the junior classroom (age-range 6–8 years), and after an initial 1-week period of learning to use the computer/software, the children used the computer for daily writing activities for the next four weeks. Samples of the children’s writing were collected over a 16-week period immediately prior to the introduction of the computer and immediately following the completion of the computer writing period. Each of the samples was subsequently rated on eight qualitative categories. Both classes showed significant improvements in the “organisation” of their writing, and the senior class also showed an increase in their “authority” as authors. The results suggest that use of a word-processing package can help to facilitate the written language development of children with mild intellectual disability

Type
Research Article
Information
Australasian Journal of Special Education , Volume 24 , Issue 2-3 , 2000 , pp. 53 - 59
Copyright
Copyright © The Australian Association of Special Education 2000

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