Dysgraphia is a learning disability that affects writing skills, potentially causing difficulties with spelling, handwriting, and putting thoughts on paper. It involves complex motor and information processing abilities. Students with dysgraphia benefit from accommodations and targeted practice to improve their writing skills. Strategies can include alternatives to writing or direct instruction to improve skills like handwriting, organization, spelling, and following writing processes. Accommodations should be considered for all ages and involve supports, techniques, assistive technology, understanding from teachers, and breaking down large assignments.
Dysgraphia is a learning disability that affects writing skills, potentially causing difficulties with spelling, handwriting, and putting thoughts on paper. It involves complex motor and information processing abilities. Students with dysgraphia benefit from accommodations and targeted practice to improve their writing skills. Strategies can include alternatives to writing or direct instruction to improve skills like handwriting, organization, spelling, and following writing processes. Accommodations should be considered for all ages and involve supports, techniques, assistive technology, understanding from teachers, and breaking down large assignments.
Dysgraphia is a learning disability that affects writing skills, potentially causing difficulties with spelling, handwriting, and putting thoughts on paper. It involves complex motor and information processing abilities. Students with dysgraphia benefit from accommodations and targeted practice to improve their writing skills. Strategies can include alternatives to writing or direct instruction to improve skills like handwriting, organization, spelling, and following writing processes. Accommodations should be considered for all ages and involve supports, techniques, assistive technology, understanding from teachers, and breaking down large assignments.
writing skills. It may manifest in difficulties with spelling, poor handwriting and trouble putting thoughts on paper.
Writing requires a complex set of motor and information processing skills. To say a student has dysgraphia is not sufficient. A student with these disorders will benefit from specific accommodations in the learning environment, as well as additional practice learning the skills required to be an accomplished writer. Warning Signs If a person has trouble in any of the following areas, additional help may be beneficial: Grips pencil tightly, positions body awkwardly Writes illegibly Avoids writing or drawing tasks Tires quickly while writing Says words out loud while writing Omits words, leaves out words in sentences Has difficulty organizing thoughts on paper Demonstrates large gap between thoughts and understanding expressed orally and written ideas
Generally, strategies fall into two categories. First, providing alternatives to written expression. Or , second, remediating: providing instruction and practice for improving handwriting and writing skills.
Both types of strategy should be considered when planning instruction and support. In addition to specialists, dont hesitate to involve family or friends. To find the most beneficial type of support, you will engage in a process, trying different ideas and openly exchanging thoughts about what works best in each situation.
Following are some examples of how to teach individuals with dysgraphia. Early Writers Use paper with raised lines for a sensory guide to assist staying within lines. Try different pens and pencils to find one that is most comfortable. Practice writing letters and numbers in the air with big arm movements to improve motor memory of these important shapes. Also practice letters and numbers with smaller hand or finger motions. Encourage proper grip, posture and paper positioning for writing. Reinforce this early (its hard to unlearn habits)!
Use multi-sensory techniques for learning letters, shapes and numbers. For example, speak through a motor sequence (b is big stick down, circle away from my body). Introduce computers for word processing early. But dont eliminate handwriting while typing can alleviate the frustration of forming letters, handwriting is part of a persons ability to function in the world. Be patient and positive; encourage practice and praise effort becoming a good writer takes time and practice.
Young Students Allow use of print or cursive, whichever is more comfortable. Use large graph paper for math calculation to keep columns and rows organized. Allow extra time for writing assignments. Begin writing assignments creatively, with drawing, outlining or speaking ideas into a tape recorder. Alternate focus of writing assignments: put the emphasis on some for neatness and spelling, others for grammar or organization. Explicitly teach different types of writing expository, personal essays, short stories, poems, etc. Dont judge timed assignments on neatness and spelling.
Have students proofread work after a delay; its easier to see mistakes after a break. Help students create a checklist for editing work: spelling, neatness, grammar, syntax, clear progression of ideas, etc. Encourage use of a spell checker (speaking spell checkers are available). Reduce amount of copying instead focus on writing original answers and ideas. Have student complete tasks in small steps, instead of all at once. Find alternative means of assessing knowledge such as oral reports or visual projects. Encourage practice through low-stress opportunities for writing, such as letters, a diary, household lists, tracking of sports teams.
Teenagers and Adults Provide tape recorders to supplement note taking and to prepare for writing assignments. Create a step-by-step plan that breaks writing assignments into small tasks (see below). When organizing writing projects, create a list of key words that will be useful. Provide clear, constructive feedback on the quality of the work; explain both the strengths and weaknesses of the project. Comment on the structure as well as the information that is included. If the mechanical aspects of writing remain a major hurdle, use assistive technology, such as voice-activated software.
Note: many of these tips can be used by all age groups. Its never too early or too late to reinforce the skills needed to be a good writer. Although teachers and employers are required by law to make reasonable accommodations for individuals with learning disabilities, they may not be aware of how to help. Speak to them about dysgraphia. Explain the challenges you face as a result of this difficulty.
How to Approach Writing Assignments Plan your paper. Pull together your ideas and consider how you want them in your writing. Organize your thoughts and ideas. Create an outline or graphic organizer to be sure youve included all your ideas. Make a list of key thoughts and words you will want to use in your paper. Write a draft. Focus this first draft on getting your words on paper only dont worry about spelling or grammar. (Using a computer makes later editing easy.)
Edit your work for spelling, grammar and syntax; use a spell checker if necessary. Revise your work for producing the final draft. Rewrite your work into the final draft. Be sure to read it one last time.
Writing: Teach Strategies and Self Monitoring Directly The stages for strategy acquisition are Develop/assess background knowledge relating to the writing content Discuss the strategy to be used (see below) Model it Memorize it Practice it with guidance Perform it independently
Include these steps in every strategy session. The one Universal Strategy is called P O W P (pick an idea) O (organize notes) W (write and say more).
Here are some specific strategies for three types of writing (make charts): Story and Narrative Writing think W W W, What 2, How 2 W..Who is the main character? W..Where does the story take place? W..When does the story take place? WhatWhat does the main character do /want to do? WhatWhat happens next? How.How does the story end? How.How do the characters feel?
Persuasive Writing think TREE T..Topic sentence: Tell what you believe! R..Reasons (3+): Why do I believe it; will my readers, too? E..Explain reasons: Say more about each reason. E..Ending: Wrap it up right!
Informative Writing think PLAN then WRITE PPay attention to the writing prompt. LList main ideas to develop the essay. AAdd supporting ideas (details, examples, etc). NNumber major points in the order you will use them.
then WWork from your plan to develop thesis statement. R.Remember your goals. I..Include transition words for each paragraph. T.Try to use different kinds of sentences. E.Exciting, interesting, $1,000 words.
A Letter To The Principal of The Non Traditional High School On The Preparation of Students With Learning & Behavioral Disabilities For Careers and For Life 1