Shiloh is often chosen for upper elementary and middle school classrooms because its story is engaging and its language accessible. That makes it a good candidate for inclusive instruction, where students with individualized education plans read and write alongside their peers. The writing tasks that follow the novel, however, can present barriers if they are not designed thoughtfully. Adaptations should reduce those barriers while keeping the core skill intact.

The first step is identifying the actual skill being assessed. If the goal is to analyze how Marty changes, the assignment should measure analysis, not handwriting speed or spelling accuracy. Separating the core skill from the mechanics allows you to provide supports for the latter without affecting the former. This clarity is also what makes accommodations fair rather than arbitrary.

Common supports include graphic organizers, sentence frames, extended time, and the option to dictate or type responses. For a Shiloh character essay, an organizer might provide boxes for a claim, two pieces of evidence, and explanations. A student can complete this with support and then convert it into sentences. Each of these tools helps students show what they know without changing the expectation.

Break large tasks into smaller steps

A full essay can feel overwhelming to students who struggle with executive functioning or writing fluency. Breaking the task into stages, with a checklist for each, makes it more manageable. A student might first choose a trait, then find a quote, then write an explanation, and finally combine everything into paragraphs. Assessing each step separately gives the student regular feedback and prevents last-minute panic.

• Provide a graphic organizer that mirrors the structure of the rubric
• Offer sentence starters that model academic language without giving answers
• Allow speech-to-text or oral responses when writing mechanics are not the target
• Chunk the assignment into short tasks with clear checkpoints
• Review IEP accommodations before grading to ensure they were provided

Give feedback that is specific and encouraging

Students with learning differences often receive a disproportionate amount of corrective feedback, which can erode confidence. Balance corrections with genuine recognition of what the student did well. A comment such as "You chose a strong quote about Marty building the pen, and you explained why it matters" acknowledges real success. Then offer one concrete step for improvement rather than a list of problems.

Consistent feedback routines help students who benefit from predictability. Using the same comment structure each time, such as one strength followed by one next step, reduces cognitive load and makes feedback easier to process. Some students benefit from receiving feedback verbally as well as in writing. Adapting the delivery method can make a significant difference in how well the message is received.

Collaborate with special education colleagues

Special education teachers and support staff have valuable knowledge about individual students and effective strategies. Sharing the writing assignment and rubric with them in advance allows them to suggest modifications and prepare students. They may also help with feedback, especially for students who need additional scaffolding. Regular communication ensures that supports are aligned with IEP goals.

Data from writing assignments can also inform IEP progress monitoring. Rubric scores broken down by skill provide concrete evidence of growth toward specific goals. Sharing this information with case managers and families helps them see how the student is progressing. Detailed, consistent records make these conversations more productive.

Use technology thoughtfully

Assistive tools can offer meaningful support for students with learning differences, but they should be chosen with care. Speech-to-text software, word prediction, and graphic organizer apps may help students get their ideas onto the page. AI feedback tools can provide quick, structured comments that some students find easier to process than a page of handwriting. The teacher remains responsible for ensuring that any technology aligns with the student's plan.

It is important to monitor how students respond to these tools and to adjust as needed. What works for one student may not work for another, and preferences may change over time. Asking students directly what helps them is a valuable source of information. Their input often leads to better decisions about supports and greater ownership of their learning.