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A Case Study of Process-based Writing Instruction Using the Computer Assistive Technology on Written Expression for Students with Severe Cerebral Palsy

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2008, 9(1), pp.459-481
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

김종인 1 박경옥 1

1한국우진학교

Accredited

ABSTRACT

The purpose of this case study was to examine how effect the process-based writing instruction using personal homepage was on the written expression of middle and high-school students with cerebral palsy. For the subjects, we carried out the process-based writing instruction using bulletin boards of personal homepages during 20-50minute sessions with three times a week. From this study, we concluded as follows : First, the written expression of students with cerebral palsy was far improved in terms of written content. Especially, the theme and content were combined well, while the consistency and unity became clearer. Second, With respect to the subjects, the numbers of vocabularies increased more than 2 times from 38.6 in the preliminary inspection to 83.4 in the follow-up. Third, Among the accuracy of writing, the accuracy of spacing words and using punctuation marks showed high accuracy with 80~90% or higher in the follow-up 1 week after the intervention. Synthesizing the above results, it was showed that the processed-based writing instruction using assistive technology was significantly effective in increasing written expression of students with cerebral palsy. Therefore, it was suggested that it was necessary to instruct writing systematically for the students with cerebral palsy who have difficulties in oral communication at special schools, along with proper assistive technological support.

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