Keyboarding Instruction for Special Needs Elementary Students

This research project examined the effects and outcomes of facilitated keyboarding instruction for fifth grade special needs students. The purpose of this research was to study the effect of direct keyboarding instruction on keyboarding proficiency, keyboarding techniques, and writing level proficiency of fifth grade students identified as having special needs, as well as to describe the instructional experiences of the participating students and teachers. A review of the literature indicated that teaching students to keyboard does offer the struggling writer an alternative to the traditional paper and pencil method of writing. The literature supplied convincing evidence of the need to teach keyboarding skills during the elementary years. Eight fifth grade special needs students participated in this study over a four-week time span for 30 minutes per day. Student performance was assessed for words per minute, accuracy and writing stage. This study included student observation and teacher and student interviews. The results of the study were communicated to the learning community through a meeting with teachers and the administrator of the school where the intervention took place. This action research project included offering special needs students or other students with writing difficulties opportunities to learn alternative ways to increase their writing abilities, mainly through the use of the computer.Zahner, JaneBrovey, Andrew J.Mozzetta, DanielleEd.S.Instructional Technolog