How the use of technology, a co-constructive learning environement, and journaling affect the oral and written comprehension skills of students with cognitive disabilities

Emily M. Schmidt

Abstract

This project will focus on incorporating technology, a co-constructive learning environment, and writing practices into my classroom as a means to promote better oral and written comprehension for my students with cognitive disabilities. A co-constructive learning environment is an environment where all students work collaboratively together. These components of technology, co-constructive learning, and different writing practices will work simultaneously to enrich students’ comprehension process. For students with cognitive disabilities, providing explicit instruction and numerous opportunities to practice new skills is imperative in supporting students’ literacy needs at their overall instructional level.