Document Type

Capstone

Abstract

This capstone focused on the topic of written expression in a rural public school system setting, Edgecombe County Public Schools (ECPS). After investigating the needs of teachers in ECPS specifically and researching the evidence behind writing programs and current best practices, the end goal of this capstone was to make a formal recommendation for a writing program to the involved stakeholders in ECPS. Literature examined for this project included research from scholarly journals, presentations, evidenced-based databases, and credible web-based and academic resources. Gaining feedback from the teachers provided insight that specifically targeted areas of daily instruction while providing additional perspective of occupational therapists collaborating with teachers and being a part of professional development for written expression. In order to identify if the information presented at the in-service was valuable, a pre- and post-survey was provided for the stakeholders to complete. Topics discussed at the in-service and comprised in this written report include components of written expression, the results of the needs assessment, available writing programs, evidence behind the value of handwriting, best practices for writing instruction, the role of occupational therapists in the school setting, and formal recommendations for promoting a shift in focus to written expression in ECPS. The Faculty Advisor of this Capstone was Alisha Baker OTO, OTR/L, Doctorate of Occupational Therapy and instructor at Cabarrus College of Health Sciences, Master of Occupational Therapy Program.

Publication Date

4-2018

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