Teaching · Special Education

When the pencil is the bottleneck, find another way out.

Time a quick copy by hand and by keyboard, compare a short response by hand and by speech, and track each accommodation’s effect. The summary shows the student against themselves, which supports are working, and which have never been checked.

Start a writing planWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the New special education teacher kit, $39 for 31 items.

The written output plan

One record per student and date. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
For each student, where writing breaks down, hand, keyboard and speech compared, every accommodation with its effect, and a list of what to check or try next.
Who it is for
Special education teachers, occupational therapists, general education teachers and assistive technology specialists supporting students with written expression difficulties.
Format
Browser form. Several saved records to compare over the year; printed with the summary or as a blank form; CSV with one row per record or the accommodation table; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the New special education teacher kit ($39) and the Special Education toolkit ($99), and 2 more bundles. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
same ideas, two routes out
Drawn for this page. When handwriting is the bottleneck, a different route out shows what the student actually knows.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Mark where writing breaks down.
  3. Time a three-minute copy by hand and by keyboard, and a five-minute response by hand and by speech.
  4. List each accommodation, where it is used, since when and its effect.
  5. Check the ones never evaluated, and plan the next step.

Start a writing plan

What the organizer is for

Compare the student with themselves

A short timed copy by hand and by keyboard, and a short response by hand and by speech, show whether the act of writing is holding the student back. The numbers compare the student with themselves; they are not norms and say nothing about grade level.

Accommodate and teach

Accommodations let students show what they know now; teaching handwriting, typing, spelling and the use of tools builds independence. A scribe is a common bridge, but most students do better long term with a tool they control, such as speech-to-text. Check each accommodation’s effect rather than assuming it.

What this organizer is not

It does not diagnose dysgraphia or a learning disability, and it does not decide accommodations; the IEP or Section 504 team does, with assistive technology considered under federal rules.

Sources

  1. Individuals with Disabilities Education Act regulations, 34 CFR 300.105 and 300.324(a)(2)(v) (assistive technology devices and services; the IEP team considers assistive technology).
  2. Graham, S., Harris, K. R., and Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92(4), 620 to 633.
  3. MacArthur, C. A. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research and Practice, 24(2), 93 to 103.
  4. Section 504 of the Rehabilitation Act, 34 CFR Part 104.

The example student is made up. The organizer records classroom data; it does not diagnose or decide accommodations. Support: team@caveatacademic.com.