1. A Workshop for Families and Professionals
Dysgraphia
Let’s do the “Write” thing
Thank attendees for coming
Introduce yourself and get a “feel” for the audience (how many parents, professionals, etc.)
Transitions are a big part of our lives from childhood to adulthood
Although entire college courses are written on these issues, in response to the need, PEATC developed this simple workshop in hopes that both parents and educators will find ways to address their questions and concerns about behavior.
Emphasize that this workshop is not intended to serve as a training on, or a substitute for, a functional behavior assessment; it is intended to give parents and professionals some simple strategies to use when the time comes to send and receive a child to preschool
A Workshop for Families and Professionals
2016 PEATC

2. What is PEATC?
PEATC is Virginia’s Parent Training and Information Center. We are the “go to place” for Virginia families of children with special education needs.
Read the slide

3. PEATC Provides…. Individual phone consultations
Workshops throughout Virginia
Webinars/On Demand Training
Factsheets
Blog
Resources
To assist parents in securing educational plans for their children leading toward adult lives that include
meaningful employment
friendships
community participation
Read the slide
These are some of the ways that we help families. All of our services are free of charge and are completely confidential!

4. History of Parent Centers
Education of ALL Handicapped Children Act became Federal Law
Five Parent Training and Information Centers (PTI) were funded and PEATC was one of the first!
Community Parent Resource Centers (CPRC)
1975
1978
Review how Parent Information Centers were developed.
PEATC has been helping families since 1978.
Virginia has just gotten their first Community Parent Resource Center (CPRC) called “Formed Families Forward”. They serve foster parents in the Northern Virginia area.
1991

5. Parent Centers are also supported by a Technical Assistance Project Funded by the USDOE, OSEP
PEATC has a HUGE support system from around the country so that we are able to constantly bring families and schools the most up to date information!

6. objectives As a result of this workshop participants will:
Define Dysgraphia through experts
Simulate the Dysgraphia Experience
Signs and Symptoms
Look at Dysgraphia through policy and guidance
Discuss interventions and accommodations
Review the objectives

7. What is Dysgraphia? – Dr Sheldon Horowitz PhD

8. Any Volunteers?

9. Let’s all give it a try!

10. Write a short essay, description, or story based on the photograph below. Please limit what you write to the space provided -- three or four sentences; about 100 words.
As you write, keep these important rules in mind:
Place the three words with which you want to begin each sentence at the end of that sentence, without otherwise changing word order.
Use "on" in place of "an" and "an" in place of "on" wherever you write those letter combinations (within words or alone).
Place your concluding sentence at the top of the page.
Without otherwise changing the spelling, place the letter "h" to the right of the letter "T" in all words that begin with "T" and to the left of the "t" in all words that end with "t."

11. Sign and Symptoms of Dysgraphia
May have illegible printing and cursive writing (despite appropriate time and attention given the task)
Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters
Has unfinished words or letters, omitted words
Inconsistent spacing between words and letters
Exhibits strange wrist, body or paper position
Has difficulty pre-visualizing letter formation
Copying or writing is slow or labored
Shows poor spatial planning on paper
Has cramped or unusual grip/may complain of sore hand
Has great difficulty thinking and writing at the same time (taking notes, creative writing.)

12. Social Emotional Impact
Kids with dysgraphia may freeze up when they try to put thoughts on paper. This can cause them to be frustrated and anxious and to avoid taking risks.
Messy written work that’s full of mistakes may lead kids to hear they’re “lazy” or “sloppy.” This stress and frustration at school can make them anxious and may impact their self-esteem.

13. Let’s move on to how that relates to VA public schools
Now we know:
What Dysgraphia is and what is not
What it might feel like to be an individual with Dysgraphia
Signs, symptoms and impact of Dysgraphia
Let’s move on to how that relates to VA public schools

14. “Specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, WRITE, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; of environmental, cultural, or economic disadvantage. (§ of the Code of Virginia; 34 CFR 300.8(c)(10))
(10) Specific learning disability —(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, WRITE, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage. [34 CFR §300.8(c)(10)]

15. “The purpose of this letter is to clarify that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents.”

16. “Dysgraphia affects the student’s ability to write which requires motor and linguistic skills. Dysgraphia can lead to difficulties in handwriting, spelling, and written expression. It is partially the result of visual-spatial and language processing difficulties”

17. Intervention & Accommodation Options
Private
Tiered System
of Supports
504 Plan
Individual
Education
Plan

18. Interventions
Occupational therapy to build fine motor skills and support motor coordination.
Having kids take a break before proofreading their work.
A checklist for editing their work—spelling, grammar, syntax, clear progression of ideas, etc.
Working with a reading specialist on written composition.
Graphic organizers can help kids organize their thoughts.
Assistive technology or word processing can make writing easier.

19. Accommodations Allowing for extra time on tests that involve writing.
Providing examples of finished assignments.
Giving sentence starters showing how to begin a written response.
Allowing kids to respond in ways other than writing.
Breaking writing assignments into steps (and showing the steps).
Allowing kids to use a word processor in school.
Grading based on what the student knows, so spelling and handwriting are taken out of the equation.
Providing a “proofreading plan.”
Talking out a story or ideas first and helping to create an outline.
Using graphic organizers to map out the necessary parts of an essay and the order they should go in.
Using assistive technology, such as mind-mapping software.

21. Dysgraphia can occur alone, or in children who also have dyslexia, other language disorders, or ADHD.

22. Age 15
Dysgraphia Diagnosis

23. Fostering Self Advocacy
Can I have more space to write in?
Can you help me with a problem?
Can I use another way to show what I know?
Can I have a little extra time?
Can I be graded on the idea and not the writing?
Can I get a copy of the teacher’s notes?
Can I use assistive technology?
5 Things Your Grade-Schooler With Dysgraphia Can Say to Self-Advocate
5 Things Your Middle-Schooler With Dysgraphia Can Say to Self-Advocate

24. Resources VA Department of Education Ed.gov Understood.org LDA.org
Wrights Law
Peatc.org

25. 100 N Washington Street, Suite 234
Thank you!
PEATC
100 N Washington Street, Suite 234
Falls Church, VA 22046 /
Hablamos Español
Be sure to ask participants to fill out an evaluation!
Thank the appropriate people for having invited you and thank them all for their time.