Research by: Maria Bernardita B. Danganan
There are many ways to help a person with dysgraphia achieve success. Generally strategies fall into three main categories:
- Accommodations: providing alternatives to written expression
- Modifications: changing expectations or tasks to minimize or avoid the area of weakness
- Remediation: providing instruction for improving handwriting and writing skills
- Use paper with raised lines for a sensory guide to staying within the lines.
- Try different pens and pencils to find one that’s most comfortable.
- Practice writing letters and numbers in the air with big arm movements to improve motor memory of these important shapes. Also practice letters and numbers with smaller hand or finger motions.
- Encourage proper grip, posture and paper positioning for writing. It’s important to reinforce this early as it’s difficult for students to unlearn bad habits later on.
- Use multi-sensory techniques for learning letters, shapes and numbers. For example, speaking through motor sequences, such as “b” is “big stick down, circle away from my body.”
- Introduce a word processor on a computer early; however do not eliminate handwriting for the child. While typing can make it easier to write by alleviating the frustration of forming letters, handwriting is a vital part of a person’s ability to function in the world.
- Allow use of print or cursive—whichever is more comfortable.
- Use large graph paper for math calculation to keep columns and rows organized.
- Allow extra time for writing assignments.
- Begin writing assignments creatively with drawing, or speaking ideas into a tape recorder.
- Alternate focus of writing assignments—put the emphasis on some for neatness and spelling, others for grammar or organization of ideas.
- Explicitly teach different types of writing—expository and personal essays, short stories, poems, etc.
- Do not judge timed assignments on neatness and spelling.
- Have students proofread work after a delay—it’s easier to see mistakes after a break.
- Help students create a checklist for editing work—spelling, neatness, grammar, syntax, clear progression of ideas, etc.
- Encourage use of a spell checker—speaking spell checkers are available for handwritten work.
- Reduce amount of copying; instead, focus on writing original answers and ideas.
- Have student complete tasks in small steps instead of all at once.
- Find alternative means of assessing knowledge, such as oral reports or visual projects.
- Provide tape recorders to supplement note taking and to prepare for writing assignments.
- Create a step-by-step plan that breaks writing assignments into small tasks (see below).
- When organizing writing projects, create a list of keywords that will be useful.
- Provide clear, constructive feedback on the quality of work, explaining both the strengths and weaknesses of the project, commenting on the structure as well as the information that is included.
- Use assistive technology such as voice-activated software if the mechanical aspects of writing remain a major hurdle.
Each type of strategy should be considered when planning instruction and support. A person with dysgraphia will benefit from help from both specialists and those who are closest to the person. Finding the most beneficial type of support is a process of trying different ideas and openly exchanging thoughts on what works best.
Although teachers and employers are required by law to make “reasonable accommodations” for individuals with learning disabilities, they may not be aware of how to help. Speak to them about dysgraphia and explain the challenges faced as a result of this learning disability.
Here are examples of how to teach individuals with dysgraphia to overcome some of their difficulties with written expression.
Early Writers
Be patient and positive, encourage practice and praise effort. Becoming a good writer takes time and practice.
Young Students
Encourage practice through low-stress opportunities for writing. This might include writing letters or in a diary, making household lists, or keeping track of sports teams.
Teenagers and Adults
Many of these tips can be used by all age groups. It is never too early or too late to reinforce the skills needed to be a good writer.
By: Maria Bernardita B. Danganan | SPED Teacher | AG Llamas Elementary School | Mariveles, Bataan
