English Teaching: Practice and Critique
Teaching writing to students with learning difficulties in inclusive English classrooms: Lessons from an exemplary teacher
Christina Elizabeth van Kraayenoord (School of Education, University of Queensland)
Robyn Miller (School of Education, University of Queensland)
Karen Moni (School of Education, University of Queensland)
Anne Jobling (School of Education, University of Queensland)
This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had been collected from various sources. The case study sheds light on the multi-faceted nature and complexity of providing responsive and tailored instruction in writing to students in an inclusive setting.
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