1. Handwriting in the Classroom
AT Ideas and Solutions
Sarah Gorham, MS.Ed, OTR/L
Let’s think what a special needs student may have to face when presented with a simple writing assignment

2. Handwriting is a lifelong skill that affects every academic area in school.
Handwriting or written communication is the number one concern on IEP’s today.
Students who struggle to write often miss content while focusing on mechanics.

3. Writing is…..
The physical act of dragging a trail across a piece of paper.

4. Physical Sequence Random shapes and scribbles Coloring Crayon drawing
Letter formation
Printing words and sentences
Cursive words and sentences
Typing

5. Sample Handwriting Continuum
Pre-K
Body awareness
Sensory motor/gross motor experiences
Fine motor and manipulative tasks to strengthen fingers and hands
Teach foundational strokes and basic shapes
Work on vertical surfaces
Drawing
Kindergarten
Continue to teach/reinforce Pre-K skills
Proper pencil grip
Proper posture
Teach age-appropriate shapes
Use multi-sensory method to teach upper case letters and then lower case letters with correct starting points and directionality
Basic sentence writing
** Children in Kindergarten spend 42% of fine motor time on paper/pencil tasks

6. Sample Handwriting Continuum
1st Grade
Daily handwriting lessons
Proper pencil grip & posture
Increase automaticity of letter formation
Punctuation , grammar, spelling
Appropriate sizing and placement
2nd Grade
Review and refinement of letters and numbers
Word and sentence skills
Practice smaller letters and narrower lines
Increase speed.

7. Sample Handwriting Continuum
3rd Grade
Review of manuscript
Introduction of cursive letter formations
Sentence and paragraph skills
Refine size
Increase speed
4th Grade
Cursive mastery
Increase quantity
Introduction to Keyboarding

8. Sample Handwriting Continuum
4th – 8th Grade
Review and refinement of cursive/manuscript in content
Neat connections, appropriate spacing
Speed
Self-evaluation of skills
Development of personal style

9. Barriers To Teaching:
Handwriting instruction is difficult- most teachers/ therapists are trained in one method and prefer using that method
Not standardized within districts or states

10. Physical Issues Gross Motor/Fine Motor Proprioception/Kinesthetics
High Tone (Spasticity)
Low tone (Flaccidity)
Proprioception/Kinesthetics
Body sense in space
Eye-hand coordination
Visual Acuity

11. Low-Tech Strategies
The LoTTIE Kit (Low Tech Tools for Inclusive Education)
Highlighter tape
See It Right (colored filters for visual impairments)
Ergonomically shaped pens
Page holders
Pencil Grips
Keyboard Labels
Magnifiers
Paper Writing Guides

12. Problem: Student demonstrates poor sitting posture when writing
Provide proper seat and desk height
Good base of support for arms
Non-skid surface on chair
Warm-up exercises to activate muscles needed to maintain good posture
Attach “posture card” to desktop
Low muscle tone? Seek advise from OT/PT non-skid materials..footrests 90/90/90 desk should be right height to offer base of support for arms…posture card is visual cue…seated push-ups, wall push-ups, calisthenics, blackboard, easel, standing helps improve shoulder stability, increase attention and improve wrist /hand position

13. Problem: Student demonstrates poor pencil grip when writing
Encourage use of dynamic tripod grasp
Early intervention is optimal
Utilize adaptive pencil aids
Practice cutting with appropriate scissor grasp
Try writing with broken crayons or small pieces of chalk
Write on slanted surface to increase wrist extension and visibility
Take into consideration students age, cooperation and ability to cooperate..tough to change grip when beginning 2nd grade (but not impossible)…scissor great exercise for pre tripod..show different aids
            
           
                

14. Adaptations and Modifications
Improve ability to hold and manipulate
Enlarge handles or writing utensils with wooden dowels, foam hair curlers, pipe insulation, film canister, tennis or plastic golf ball.

15. Problem: Student has difficulty with spatial organization when writing
Color-code margins
If students have trouble staying within lines, try increasing or decreasing space between writing lines.
Use a spacer to measure space between words (finger, ice pop stick)
Use graph paper
Emphasize lines on paper with visual or tactile cues
Draw a green vertical margin down left of page and red down end of line. teach green means go and red means stop…zaner bloser has software program that lets you print out lines in many different styles , height, etc.

16. Problem: Student shows poor letter formation when writing
Always demonstrate how to write a letter.
Have student repeat aloud verbal directions for forming a letter as he writes it.
Be sure they understand directional terms
Have student write on chalkboard or other vertical surface to reinforce directionality and prevent confusion
Provide daily practice to reinforce skills
Loops and groups..up, down, over, across..self talk is very helpful .. Self-correction “pick out your favorite 3 letters/words and tell me why you like them” on horizontal surface down means toward self up means away from self

17. Problem: Student shows letter reversals when writing
Reversals are common in kindergarten and 1st grade, should diminish in 2nd grade, and be infrequent in third.
Letter/word reversals are, for the most part, due to a weak memory, the lack of enough previous experiences, or a lack of left-right awareness.
Place cue card of letters typically reversed on student’s desk for easy reference
Use multi-sensory activities to learn and practice letter formation (textured letters, sandpaper, sand, shaving lotion)
If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. 
Reversals common In young children and usually diminish around 6 or 7 in don-disable students ..Use cartoon drawing to help depict this concept..trace over textured letters with fingers with eyes closed and then open. Have him repeat aloud verbal direction for forming the letter..when writing letters in air stand next to student

18. Problem: The student writes too slowly to keep up with the class
Student’s ability to form letters automatically is not adequate. Continue instruction/remediation.
Reduce the writing load
Provide keyboarding instruction
Speed should not be addressed until letter formations have been learned..compensatory strategy

19. Problem: The student hates to write
Identify areas of difficulty so that remediation can begin.
Teach handwriting separately (not with written assignment).
Emphasize quality of handwriting not quantity. Reduce the writing load.
Comments on students paper should emphasize the positive.
All alternatives- oral reports, typing, video
Make writing fun!
Talk to student, listen to his reasons..the more you know about handwriting ,the more you’ll know of how much of this is behavior or a disability..separate mechanics of writing and formation of ideas..fun activi..tic tac toe with letters..list writing ..journal writing..