Curt Wyman

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