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During my first year as an elementary resource room teacher, I found that my most difficult challenge was teaching writing to my intermediate level learning disabled students. I had developed a number of writing activities during my ten years as a classroom teacher, all based on my view that composing is more important than drilling skills. Using these activities as a base, I began to develop writing programs for the LD students. I also used the skills and knowledge I had acquired in special education coursework and in study of professional journals. I based my expectation of performance on what I knew about the students and what I could glean from the results of their psychoeducational and/or language testing. However, despite their best efforts and mine, my students did not experience success. Their need to write did not supersede their difficulties. Their failure challenged my ability as a teacher of writing, a role in which I had previously been successful in the classroom, and so, for the remainder of the

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