Analysis of writing skills in students with special needs at third year of Baccalaureate at Amarilis Fuentes Alcívar High school.

Description: This research work was developed upon students of inclusion who have writing difficulties in English as a Foreign Language (EFL) course at Unidad Educativa “Amarilis Fuentes Alcívar” (AFA, acronym in Spanish) high school. A case study methodology and a mixed-methods approach (MM) were conducted. In collecting the data, the researcher used a quantitative writing evaluation, writing instruction observation, and an interview. The study was focused on the analysis of the academic achievement in writing skills of two inclusion students from the third year of baccalaureate of AFA high school. Thus, the analysis of the data determined that the students with learning disabilities presented a higher frequency of errors in the wrong order, grammar, wrong words, spelling mistakes, and missing words. Results also proved that some teachers used traditional resources, like the textbooks which were slightly helpful and did not provide enough support for writing activities for LD students. The design of a proposal based on assistive technology is presented to foster the writing difficulties observed in the LD students through WhatsApp application.

Topic: ENGLISH FOREIGN LANGUAGE (EFL)
ASSISTIVE TECHNOLOGY
WRITING DIFFICULTIES
LEARNING DISABILITIES
INCLUSION
WHATSAPP