Supporting Children’s Writing in Inclusive Classrooms With Arts-Based Strategies

Children struggle to write for many reasons. Most of these reasons center on difficulties generating, developing and organizing work. Although there is a research base supporting the use of cognitive strategies focused on graphic organizers and other templates, arts-based strategies for generating ideas and responding to text are also important. In this article, the authors begin with an inclusion class scenario about writing within a Universal Design for Learning (UDL) framework and then explore ways to use arts-based strategies in collaboration with art educators to support all students. Specific strategies include collaging, simple shapes, doodling, and enhanced mnemonics. Sample artifacts from four students are shared. Recommendations for collecting supplies and using arts-based strategies for writing instruction are also made.