This resource describes Arizona's efforts to change educators' writing expectations and assessments for students with the most significant cognitive disabilities (SWSCD). It describes an initial pilot study and successful expansion of teacher expectations and understanding of writing for their students.
This high-quality paper describes a successful effort by the state of Arizona to begin to change educators' assessment of students with the most significant cognitive disabilities as these students express themselves in writing. It successfully communicates a change in paradigm regarding a broader conception of what "writing" constitutes for students with severe cognitive disabilities. A helpful case study for educators at all levels is provided, with the potential to effectively support teachers to transition to more meaningful writing instruction and assessment for these students. This paper also has the potential to effectively and positively impact these students' learning trajectories over time.