How do students with specific learning disabilities write? (Expressive writing in the Czech schools)
Abstract
In the following poster, we present the results of a pilot study on expressive writing in pupils with special educational needs (n=12).In the Czech education system, pupils' writing is evaluated in terms of shape accuracy (dysgraphia) and grammatical correctness (dysorthography), completely neglecting to look at the ability to formulate ideas through written expression. The aspect of written expression that DSM 5 deals with. This fact is not in line with the current trends in the teaching of the Czech language in primary schools, which significantly emphasises the development of pupils' communication skills.
We build on a previous study in which we designed and validated a test to assess the content quality of expressive writing. We will present the manifestations of difficulties that appear in the written expressions of pupils with specific learning disabilities in the Czech language.
We will focus on specific recommendations that can be made to teachers of children who have a specific writing disorder and therefore a weakness in expressive writing skills.