Teaching Writing to Students with Physical Disabilities: A Qualitative Investigation
DOI:
https://doi.org/10.21015/vtess.v10i2.1033Abstract
Writing is the major skill in education for students with physical disabilities. Students with physical disabilities are also supposed to have mastery in writing skill to accomplish their academic goals. This study was based on a qualitative approach to analyze errors made by students with physical disabilities in writing, problems experienced by their teachers. The population of the study were all students with physical disabilities from school level, their teachers in Lahore city. Data of 31 respondents including teachers (N= 15) and students with physical disabilities (N=16) from grade 4, 5 and 6 were taken as a sample by using the purposive sampling technique. The instruments of the study were an interview protocol for teachers and syllabus based test for students with physical disabilities. Data was collected through interviews and syllabus based test. Qualitative data including interviews response and document analysis was analyzed through coding & thematic analysis by following up a validated writing rubric. The findings of the study revealed that there are many errors that students with physical disabilities make while writing. It was also founded that teachers experience many problems while teaching writing to students with physical disabilities. Additionally, strategies used by teachers while teaching writing were also the part of the findings. Teacher’s training and conceptual learning of writing skill for students with physical disabilities were strongly recommended for better teaching and learning process
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