Inclusive Learning: Resources for Students with Disabilities

A smiling teacher giving a high five to a young student with disabilities during a successful one-on-one learning session.

From Autism to ADHD and Beyond, SRSD has an Evidence-based Solution.

Teachers nationwide are looking for writing instruction that works—especially for students who learn differently. Self-Regulated Strategy Development (SRSD) has been studied extensively with students with disabilities, and the results are consistently strong. Whether you teach students with autism, ADHD, learning disabilities, or other health impairments, this blog provides a quick guide to the research that shows how SRSD supports writing achievement, independence, and confidence in inclusive classrooms through inclusive pedagogy.

Below, you’ll find key studies organized by disability type. Each summary highlights what matters most for educators: What works, who it works for, and why it’s worth your time.

We’re here to help! Click here to schedule a free, no-obligation consultation with one of our SRSD specialists and explore how we can support your students with disabilities.

Autism Spectrum Disorder (ASD)

SRSD is one of the most extensively studied writing interventions for students with autism. Over a dozen peer-reviewed studies demonstrate its success across elementary and middle-grade levels. Research shows that students with ASD who receive SRSD instruction produce longer, more organized, and higher-quality writing.

In one study by Asaro-Saddler (2014), students’ inclusion of story elements increased from 30% to over 80% after just a few weeks of SRSD instruction. Others, like Asaro-Saddler & Arcidiacono (2018), found measurable gains in persuasive writing, especially when paired with visual supports. Most importantly, these improvements are not just academic—they also extend to executive functioning skills like planning, goal setting, and self-monitoring, giving students greater independence and ownership over their writing. For teachers working in inclusive classrooms, SRSD offers a clear, evidence-based path to success for learners with ASD, creating an effective learning environment tailored to diverse needs.

Here are a few examples:

Planning Instruction for Students with ASD Asaro-Saddler & Saddler (201) This study explains how SRSD’s clear structure, visual aids, and explicit routines align beautifully with the diverse perspectives and needs of students with autism to succeed in writing.

SRSD’s Effects on Writing and Self-Regulation Asaro-Saddler (2016) Students with autism improved their writing and became more skilled at goal setting, planning, and self-monitoring—essential executive functioning skills.

Peer Modeling in Inclusive Classrooms Harris, Graham & Mason (2006) This large study showed that peer collaboration during SRSD lessons benefits struggling learners, including those with ASD, through shared strategy language and social support.

More ASD-Focused Research Highlights:

Asaro-Saddler (2014) Found improved story length, organization, and overall quality in children with ASD after SRSD.
Asaro-Saddler & Arcidiacono (2018) demonstrated that persuasive writing improved significantly when SRSD was paired with visual supports.
Asaro-Saddler et al. (2015) provide practical, evidence-based classroom strategies for teaching writing to students with ASD.
Schneider et al. (2013): Combined accommodations and SRSD to boost written language in students with Asperger’s syndrome.
Carr et al. (2014): A meta-analysis shows positive effects of self-management interventions like SRSD in students with ASD.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Writing can be incredibly challenging for students with ADHD due to difficulties with attention, organization, and self-regulation, making student engagement crucial in addressing these challenges. Fortunately, SRSD has been shown to significantly improve writing performance and executive functioning in this population, fostering a sense of belonging through inclusive learning among students.

In a meta-analysis by Graham, McKeown, Kiuhara, and Harris (2012), SRSD yielded an average effect size of 1.14 on writing quality for students with ADHD. This powerful result surpasses many other writing interventions. Research also shows that SRSD helps these students write longer, more coherent essays, use more sophisticated vocabulary, and better plan their ideas before writing, promoting the inclusion of diverse learners in educational settings. For example, Lienemann & Reid (2008) found that students improved their written output and their ability to stay focused and follow through on each stage of the writing process. With built-in scaffolds and self-monitoring tools, SRSD offers educators a structured yet flexible model that directly supports the areas where students with ADHD often struggle most.

Here are a few examples:

SRSD for Students with ADHD Reid, Hagaman & Graham (2014) This review highlights improved writing skills and increased use of self-regulation strategies—such as goal-setting and self-monitoring—among students with ADHD.

SRSD Boosts Writing Organization and Focus Lienemann & Reid (2008) This study found that teaching SRSD to students with ADHD significantly improved their ability to organize ideas and write clear, complete, expository essays.

Meta-Review Confirms Effectiveness Roitsch et al. (2017) A systematic review concluded that SRSD consistently improves writing quality, length, and completeness for students with ADHD.

Additional ADHD-Related Studies:

Jacobson & Reid (2012): High school students with ADHD showed notable gains in essay structure and quality after SRSD.
Lane et al. (2009): SRSD within a behavior support model improved writing outcomes in second graders with attention challenges.

Other Health Impairments (OHI)

Students classified under Other Health Impairments often face challenges related to fatigue, attention, executive functioning, or medical conditions that can disrupt learning routines. This emphasizes the importance of inclusion in educational strategies. SRSD offers a research-backed framework that can be tailored to these students’ needs, mainly by adjusting lesson pacing and complexity to accommodate different learning styles within a supportive community.

In a study by Kubina et al. (2011), middle school students with OHI showed significant gains in writing performance when SRSD instruction was adapted to shorter, more manageable lessons—demonstrating the model’s flexibility. Across studies, SRSD has produced effect sizes ranging from .8 to 1.5 for writing quality and length among students with disabilities, including those with OHI. These outcomes are particularly encouraging for educators seeking inclusive strategies that support participation from students who may not receive targeted writing support elsewhere, fostering a strong sense of community. SRSD helps level the playing field, making rigorous writing instruction accessible and sustainable, thereby enhancing educational equity, accessibility, and inclusion for all learners.

Lesson Length and Complexity Matter Kubina et al. (2011) Middle school students with OHI made measurable gains in writing quality after SRSD instruction, especially when lessons were adjusted for complexity and pacing.

Tailoring Instruction for Diverse Learners Taft et al. (2011) This study suggests that customizing SRSD lesson length can make a big difference for students with various health impairments.

Language or Learning Disabilities (LLD)

Students with language or learning disabilities (LLD) are one of the most extensively researched groups in the SRSD evidence base—and the results are consistently powerful. According to the What Works Clearinghouse (2017), SRSD has “strong evidence” of effectiveness for this population, improving everything from writing quality and organization to student self-efficacy. A widely cited meta-analysis by Graham & Harris (2003) found an average effect size of 1.17 for writing quality, ranking SRSD among the most effective academic interventions for students with learning disabilities. More recent syntheses, like the one conducted by McKeown, Harris, and Graham (2013), reviewed over 80 studies and confirmed that SRSD consistently improves both the mechanics and the mindset of writing.

In fact, SRSD does more than raise test scores—it helps students with LLD become independent, confident writers. Students in SRSD classrooms not only write longer, more organized texts (with effect sizes as high as 1.86 for composition length), but also develop critical self-regulation strategies like goal setting, self-monitoring, and revising. These skills are essential for students who struggle with working memory, attention, or expressive language. Whether you’re teaching narrative structure in third grade or argument writing in high school, SRSD offers a flexible, research-backed model that closes writing gaps while building academic resilience.

What Works Clearinghouse Report U.S. Department of Education (2017) This report confirms that SRSD is one of the most effective writing interventions for students with learning disabilities, improving both writing outcomes and student self-efficacy.

Meta-Analysis of SRSD Graham & Harris (2003) Across dozens of studies, SRSD consistently helped students with learning disabilities write longer, more organized, and higher-quality compositions.

Recent Research Highlights:

McKeown, Harris & Graham (2013): Synthesizes over 80 studies, reinforcing SRSD’s broad success with students with LD.
Kaldenberg et al. (2016): Identifies common features of effective writing interventions, with SRSD as a standout.
2024 Study on Informative Writing: High school students with disabilities made notable gains after SRSD instruction in writing informational texts.

Multiple Disabilities (MD)

Students with multiple disabilities often have complex learning profiles that require a highly structured, adaptable, and inclusive learning environment. SRSD has shown strong promise in this area because of its flexibility and emphasis on explicit modeling, scaffolded support, and student ownership.

In a study by Taft & Mason (2011), students with various primary disabilities—not just learning disabilities—demonstrated measurable gains in writing quality and independence after SRSD instruction. Across broader SRSD research, effect sizes for writing improvements in students with disabilities frequently exceed 1., suggesting a strong, meaningful impact. For teachers working in inclusive classrooms, SRSD stands out as an evidence-based model that adapts to diverse learner needs, promoting inclusion, diversity, and authentic writing growth for all students.

Inclusive Impact Taft & Mason (2011) This study showed that SRSD improved the writing of students with a range of disabilities—beyond learning disabilities—reinforcing its versatility in inclusive classrooms.

Cognitive Impairments

Students with cognitive impairments often struggle with the foundational processes required for effective writing—such as organizing ideas, remembering steps, and staying focused throughout a task. SRSD is uniquely suited to support these learners because it explicitly teaches strategies for cognitive (what to do) and metacognitive (how and why to do it).

As Harris & Graham (2013) explain, SRSD strengthens students’ abilities to plan, organize, and revise—key executive functions often underdeveloped in students with cognitive challenges. Research from the WRITE Center and others shows that SRSD consistently leads to substantial academic gains, with some studies reporting effect sizes over 1. for writing quality and completeness. For teachers, this means SRSD isn’t just about teaching writing—it’s about equipping students with the mental tools they need to think, learn, and succeed more independently.

Cognitive and Metacognitive Gains Harris & Graham (2013) This article discusses how SRSD helps students with cognitive challenges improve academic performance by strengthening their planning, organizing, and revising processes.

Why It Works WRITE Center (n.d.) SRSD is effective because it targets cognitive (thinking) and metacognitive (thinking about thinking) processes, making writing more manageable and purposeful for students struggling with organization and memory.

Final Thoughts

If you work with students with diverse learning needs, SRSD offers something rare: an evidence-based, classroom-tested way to teach writing that works for your population. It’s not a packaged curriculum. It’s a flexible, powerful instructional model that helps students become independent, confident writers—no matter their learning profile.

Self-Regulated Strategy Development (SRSD) is a well-researched instructional framework designed to enhance writing skills among students, particularly through inclusive learning approaches that accommodate diverse learning needs. By integrating explicit teaching of writing strategies with self-regulation techniques, SRSD empowers students to take control of their writing processes, leading to improved performance and confidence. The following open-access studies provide valuable insights into the effectiveness of SRSD across various student populations. SRSD Online

Whether in a general education classroom or a specialized support setting, SRSD gives you tools to make writing meaningful and accessible. And most importantly, it helps your students see themselves as real writers.