Teaching Writing in the context of Learning Disabilities

Read-write is a cognitive activity which, from the historical perspective, is quite a recent development in humans. Based on the above, when there is a learner with Learning Disabilities in a class, the choice of the read-write teaching approach is one of the first things that needs to be done in a learning context. Given the specific nature of the difficulty, the teaching methodolgy adopted is not a neutral variable. This paper wants to focus the attention on current teaching practices, and criticise the excessive focus on aspects associated with the teaching of reading, to the detriment of those practognosic skills which are part-and-parcel of writing activities. Closer reflection on the aspects related to the teaching of writing would be of great benifit to Special Needs learners, as well as to learners in general