1. Dysgraphia

2. What is Dysgraphia? An inability to write legibly sometimes due to a neurological disorder. Students often focus on the lack of motor skills that are required to write legibly. This concentration draws away from the many other factors that go into writing such as memory, an understanding of language, and organization of thoughts. The constant focus on the lack of motor skills deprives development of the many other factors and often leads to an aversion towards writing.

3. Signs of Dysgraphia… Generally illegible writing even when given time to complete the task Inconsistencies throughout the writing. Mixtures of print and cursive, upper and lower case, or irregular sizes, shapes, or slant of letters Unfinished words or letters, omitted words in sentences Inconsistent position on page with respect to lines and margins Cramped or unusual grip when holding the writing instrument very close to the paper Using the whole wrist make the motions of writing

4. Misconceptions Dysgraphia is often mislabeled: -People tend to not notice the learning disability and perceive it as a disinterest in writing or that the student is lazy -If it is diagnosed, many label it as Dyslexia (even though it can appear with Dyslexia)

5. Accommodations The rate of producing written work: - Allow more time for written tasks including note-taking, copying, and tests. - Have the student prepare assignment papers in advance with required headings (Name, Date, etc.) The volume of the work to be produced: - Provide a partially completed outline so the student can fill in the details under major headings

6. The complexity of the writing task: - Have a 'writing binder' option. Include a model of cursive or print letters on the inside cover (this is easier to refer to than one on the wall or blackboard). The tools used to produce the written product: - Allow the student to use cursive or manuscript, whichever is most legible. - Allow older students to use the line width of their choice. Keep in mind that some students use small writing to disguise its messiness or spelling, though. - Pencil Grips (fun colors and designs)

7. Modifications that have been used in our classroom…. Reducing the length of requirements on written assignments -- stressing quality over quantity. Provide extra structure and intermittent deadlines for long-term assignments. Grade different parts of an assignment to focus on different tasks. When starting a new writing assignment, tell them to concentrate on spelling, not their penmanship. See case study on Fact Sheet

8. Resources The Writing Dilemma: Understanding Dysgraphia by Regina Richards Learning Disabilities On Line http://www.ldonline.org/indepth/writing The International Dyslexia Association http://www.interdys.org (search “Dysgraphia”)