Multimodal Composing in Special Education: A Review of the Literature
Dane Marco Di Cesare David Bruce, University at Buffalo ; Melissa Sullivan, University of North Carolina at Greensboro
Journal of Special Education Technology Volume 28, Number 2, ISSN 0162-6434
Focus on multimodal learning, especially composition, is increasing in K–12 classrooms, particularly among those whose populations are struggling academically. This shift toward multimodal learning also is evident in special education classrooms. This review explored multimodality and its impact on the composition practices of students with disabilities. Eleven empirical studies discussing research designs, research questions, and various sample characteristics were included. Themes from the findings and implications included the role of technology in instruction, its use in providing scaffolds, and its impact on student success. Additionally, several nonempirical articles advocating the use of multimodal composition were addressed. This review concludes with implications for teachers and researchers, focusing on the benefits of multimodal composition, particularly the underexplored area of digital video (DV) composition, for students with disabilities.
David Bruce, D.M.D.C. & Sullivan, M. (2013). Multimodal Composing in Special Education: A Review of the Literature. Journal of Special Education Technology, 28(2),.