This manuscript examines how educators can improve their writing instruction for students with intellectual and learning disabilities. It outlines the challenges that these students face in writing and describes research conducted in these areas of need. The goal was to examine many studies and compare the methods used in them, with the objective of finding the most effective research-based practices to use in intermediate elementary classrooms. Specifically, this work analyzes writing in three different components: spelling, handwriting, and the writing process. Additionally, suggestions are included for pre-service teachers and early career in-service teachers.Faculty Sponsor: Melissa Parks

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