Introduction The writing process can pose real challenges for some children. As a special education consultant teacher at an elementary school, in the Toronto (Ontario) area from 1994-2002, I (Michael) worked with many students who demonstrated difficulties with writing. Sally, a fourth-grade student receiving special education services, was one example. She demonstrated real difficulty with generating a story idea; even after dialoguing with me about her favorite interests and activities, she could not easily make a decision.
