STANDARD: 4 Artifact: 3

ARTIFACT NAME: Writing Analysis

Rationale Statement:

By examining students handwriting a special education teacher

can recognize signs of a learning disability. In the majority of cases a

teacher may notice a students lack of punctuation, capitalization, their

inability to write straight across on a line, or to space their words

properly. The artifact included in this standard is an analysis of a 6th

grade students handwriting. Like many students he omits punctuation,

capitalization, and has a difficulty spelling simple words. After

analyzing the work it was determined that the student spelled words in

the same way that heard them.

A standard writing analysis is not a formal assessment and

should not stand alone when determining whether a student has a

disability. Despite the fact that it is not a formal assessment it is a

sample of work that can tell a lot about how the student learns. By

examining writing samples educators can determine if interventions

need to take place as well as further testing. I will use the act of

analysis and be aware of language and writing related disabilities such

as dyslexia, dysgraphia, or other limitations that are common among

students.