ABSTRACT
This chapter looks at a definition of disorder of written expression, prevalence, causal factors, identification and assessment, and traditional and process based approaches to teaching writing. In provision for writing and spelling, I examine: remediating sequencing, improving co-ordination skills for handwriting, and teaching cursive script. Turning to provision for writing composition, the chapter looks at
frameworks for writing, reducing task demands, software for essay structure, note taking, writing for a purpose, and developing self regulation strategies. For spelling, it considers: multi-sensory aspects, Directed Spelling Thinking Activity, and target words. Although the chapter is concerned mainly with traditional orthography,
it next considers the important matter of alternative and augmentative communication including the use of symbols. In the final section, I summarise provision in terms of curriculum and assessment; pedagogy; resources; therapy/care; and organisation.
