Leveraging Campus Collaboration to Promote Sustainable, Inclusive Writing Support for All Students

  • Seb Prohn Virginia Commonwealth University
  • Trey Hall Virginia Commonwealth University
  • Ian Kunkes Virginia Commonwealth University
  • Brian McTague
  • Chelsea Russell Virginia Commonwealth University
Keywords: writing, campus collaboration, inclusive postsecondary education

Abstract

Over the past 50 years, postsecondary institutions have increasingly established support services to mitigate barriers in order to make academia more accessible for a growing population of individuals with disabilities. One area receiving increased focus of such programs is in developing effective literacy and writing skills. Effective literacy and writing interventions have been developed and trialed for college students with intellectual disability, but the interventions require time and resources that may not be available to postsecondary education programs and only impacts discrete groups of learners. This practice brief describes a more ecological approach to writing development by building or strengthening campus partnerships and reimagining the application of existing resources. By combining expertise and approaches to intervention common in disability services offices, campus writing centers and postsecondary education programs, campuses can develop sustainable and inclusive approaches for addressing a range of support useful for college students to develop as writers. 

Published
2020-09-23
How to Cite
Prohn, S., Hall, T., Kunkes, I., McTague, B., & Russell, C. (2020). Leveraging Campus Collaboration to Promote Sustainable, Inclusive Writing Support for All Students . Journal of Inclusive Postsecondary Education, 2(2). https://doi.org/10.13021/jipe.2020.2731