During the first year that Talk for Writing was implemented, we thought there was no possible way of engaging Students with Disabilities in a writing process when they didn’t have the oral communication skills to retell a story or name specific vocabulary within a story. We watched as the whole school progressed and felt challenged by how we could adapt the program to cater for our Inclusion Support Centre students. We sought networking opportunities and discovered through DSF that we were pioneering the program within an Inclusion Support Centre setting.
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