by
Your Names
Curt Wyman
PBI – 25 April 2005
Modifications for
Dysgraphic Students.
Resources:
http://www.hopkins.k12.mn.us/pages/north/ld_research/dysgraphia.htm (1)
http://www.ldonline.org/article.php?max=20&special_grouping=&id=550&loc=79
(2)
Strategies for Dealing
with Dysgraphia, Regina G. Richards,
LD OnLine exclusive
Dysgraphia. What is it?
"Dysgraphia" is
characterized by extremely poor handwriting, but it has no clearly defined criteria and so the term is seldom
used within public schools because of the lack of any strict or measurable
criteria.
Students often have trouble
with the "mechanics" of writing (spelling, punctuation, etc.). Symptoms include: reversing letters/numbers, writing
words backwards, writing letters out of order, and very sloppy handwriting)
Writing things down
re-enforces learning for most people, however, writing usually interferes with
the learning process for dysgraphic people.
Teacher Strategies
for Dysgraphic Students
General Strategies
Reinforce
the positive aspects of
student's efforts.
Be
patient. Encourage student to be
patient with himself.
Many students with
dysgraphia are extremely slow
in their writing performances.
Understanding-Understand the student's inconsistencies and
performance variabilities.
Bring
to the student's attention science role models with disabilities with a similar disability to
that of the student. Point out that this individual got ahead by a combination
of effort and by asking for help when needed.
Specific
Strategies
Classroom
Computer-Encourage student to become comfortable using a
word processor on a computer, preferably a laptop. Provide access to an electrical outlet for power.
Tests: Allow extra time for written activities. Allow the student to do
class work and tests on a computer and turn in work on a USB memory. Provide for oral tests if necessary.
Print
or cursive-Allow the student to
use either form. Many dysgraphic students are more comfortable with manuscript
printing.
Note
taking: Provide student with copy
of completed notes (perhaps
through a note taking buddy who can use carbon paper) to fill in missing parts
of his own notes.
Note
taking: provide a partially
completed outline so the student can fill in the details under major headings.
As a variety, provide the details and have student fill in headings while
listening.
Allow
student to tape record important assignments.
Reduce
copying aspects of tasks, such as
providing a math worksheet rather than requiring student to copy problems from
the book. A copying buddy can
be helpful in copying the problems using carbon paper.
Have
students use graph paper for
notes, class work and tests to help keep columns and rows straight. This is a good idea for all science
students.
Allow
and encourage use of abbreviations
for in-class writing assignments (such as b/4 for "before" or b/c for "because").
Staging: have students complete tasks in logical steps or
increments instead of all at once.
Remove
neatness as a grading criteria,
except on computer-generated papers.
Homework
and out of class work.
Encourage
use of a speech recognition
program combined with the word processor so the student can dictate his papers
rather than type them.
Encourage
consistent use of spell checker to decrease the overall demands of the writing
task.
Encourage
use of an electronic resource such
as the spell check component in a Franklin Language Master® to further decrease
the demands. If student has concurrent reading problems, a Language Master®
with a speaking component is most helpful because it will read/say the words.
This author prefers the Language Master 6000 because of its large font size and
speech clarity.
Do
not count off for poor spelling
on first drafts, in-class assignments, or on tests. However, student may be
held responsible for spelling in final drafts completed at home.
If necessary, shorten writing assignments.
Writing
strategies for "dysgraphic" students: (1)
1.
Outline your thoughts. Get the main ideas down on paper.
2.
Draw a picture of a thought for each paragraph.
3.
Dictate your ideas into a tape recorder then listen and write them down later.
4.
Really practice keyboarding skills.
5. Use a computer to organize
information and check spelling.
6.
Continue practicing handwriting.
7.
Talk to yourself as you write. feedback.
An
easy way to remember these steps is to think of the word POWER.
P - plan your paper (step 1)
O - organize your thoughts and ideas (steps 2 and 3)
W - write your draft (step 4)
E - edit your work (steps 5, 6, and 7)
R - revise your work, producing a final draft (step
8)
Individual
Education Plan for Dysgraphic Students (AISD Special Ed)
Science:
Adaptation of Materials:
Modifications of
Instructions:
Modifications of Exams:
Extended
time
Oral
responses
Electronic
submission of work
Grades will be based
on: Regular classroom standard
Grades determined by: Regular Teacher
Required
Equipment/Assistance:
Access
to: Laptop computer – wall outlet
Buddy/peer
tutor - for note taking
Tape
recorder
Classroom
Environment/Structure:
Alteration of assignments:
Opportunity
to respond orally
Additional
Supports/Transitional Services:
AISD 504
Accommodation Worksheet:
(Dysgraphic accommodations
noted by “yes” accommodations not
needed are marked “normal”)
Pacing:
1.
Extend time for: Tests
2.
Omit copying - yes
3.
Increased response
time - yes (written)
Environment
4.
Preferential seating
– yes - near wall outlet
5.
Reduced distractions
– normal
Presentation of Subject
Matter
6.
Emphasize - yes -
verbal
7.
Individual/small
group instruction – normal
8.
Demonstration –
normal
9.
Outlines and study
guides – normal
10. Preteach vocabulary – normal
Materials
11. Taped texts, worksheets, lectures – normal
12. Highlighted texts, study guides – normal
13. Note-taking assistance – Note buddy – carbon paper -
yes.
14. Special equipment – Laptop computer - yes -
15. Adapted/simplified texts - normal
16. Large print/Braille – normal
17. Manipulatives – normal
Behavior Management –
Normal
Assignments
24.
Directions given in
variety of ways –allow audio recording - yes
25.
Do not require
copying from book/paper/board and overhead yes -
26.
Reading before peers
on a voluntary basis - normal
27.
Lower difficulty
level – normal
28.
Shortened/simplified/assignments/outside
reading – normal
29.
Reduce paper and
pencil tasks – Yes
30.
Oral directions –
normal
31.
Give prompts or cues
– normal
32.
Adapt worksheets –
normal
33.
Prioritized
assignments – normal
34.
Assignment workbooks
– normal
35.
Alternated
assignments when needed – yes
36.
Avoid penalizing for
spelling errors – when spell check is not available - yes -
Reinforcement
Follow-Through - normal
Testing adaptations
47.
Increased time – yes
48.
Oral/taped – yes
49.
Short answer – normal
50.
Modify format –
normal
51.
Shorten length –
normal
52.
Open book – normal
53.
Small group – normal
Grade Equivalent
54.
Reading - normal
55.
Math computation –
normal
56.
Written expression –
Yes
57.
Spelling – Yes
58.
SAT/ACT - normal