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The written language difficulties of students with learning and behavioral disabilities include handwriting, spelling, and written expression. Handwriting problems can be caused by a lack of fine motor coordination, failure to attend to task, inability to perceive and or remember visual images accurately, and inadequately handwriting instruction in the class.
Autism- Be very repetitious. Children who have autism and are high functioning tend to relate well to tangible hands-on materials. Teacher demonstration and child imitation are the keys to successful handwriting.
Down Syndrome- If the child really struggles with writing because of low tone, have them write in all capital letters. Use a modified pencil grasp. Use several multisensory activities and repetitions.
Poor Vision- Use brightly colored paints with a bright contrasting. Use a larger slate for capitals and numbers. Double lines can work well for children with poor vision. You may need to enlarge or thicken lines with a marker until the child is comfortable with the chosen size. Providing a texture on the lines will also help the child locate the line position.
Cerebral Palsy- Begin by establishing good positioning. If the child is in a wheelchair, try using a lap tray during writing time for support and stability of the arms and shoulders. If the child only has use of one extremity, clamp down paper and other materials using a clipboard clamp screwed into the lap tray. If the child has problems with muscle tone, try an adapted pencil grip for more control of the pencil.
Asperger Syndrome- Be very consistent with the child. Remove distractions from the area that may interrupt handwriting. Give frequent breaks and consistent rules. Be careful when using abstract teaching strategies; these children tend to take things very seriously.
Dyslexia- Dyslexic children typically struggle with organization and using language effectively. Help a child with dyslexia in the following ways: Use the Slate and Gray Blocks to correct letter and number reversals. Introduce Wood Pieces to teach correct formation of all capital letters. Use the double lines to teach consistency in placement of letters on the lines. Teach letters in groups of similar strokes, as taught in the workbooks. Provide many opportunities for review and mastery lessons.
Dysgraphia- Children with dysgraphia have trouble producing written language due to poor motor planning. You can help organize these children in the following ways: Teach the shapes (parts and pieces) of the letters using the Wood Pieces Set and the smiley face mat. Use the Slate and Gray Block Paper to correct capital letter and number reversals. The smiley face will become a consistent reminder of the starting corner and will orient the child to the left side of the Slate. Provide visual models for the child to follow. Refer the child to the pictures in the workbooks that give additional visual cues for letter formation. Provide many practice sessions to develop patterns for letter formation. Teach the letters in the recommended groups of similar strokes to help develop consistent patterns of letter formation.
http://www.hwtears.com/hwt/educators/therapists/special-needs
Friend, M. (2012). Including students with special needs a practical guide for classroom teachers. (6th ed.). North Carolina: Pearson.
Autism- Be very repetitious. Children who have autism and are high functioning tend to relate well to tangible hands-on materials. Teacher demonstration and child imitation are the keys to successful handwriting.
Down Syndrome- If the child really struggles with writing because of low tone, have them write in all capital letters. Use a modified pencil grasp. Use several multisensory activities and repetitions.
Poor Vision- Use brightly colored paints with a bright contrasting. Use a larger slate for capitals and numbers. Double lines can work well for children with poor vision. You may need to enlarge or thicken lines with a marker until the child is comfortable with the chosen size. Providing a texture on the lines will also help the child locate the line position.
Cerebral Palsy- Begin by establishing good positioning. If the child is in a wheelchair, try using a lap tray during writing time for support and stability of the arms and shoulders. If the child only has use of one extremity, clamp down paper and other materials using a clipboard clamp screwed into the lap tray. If the child has problems with muscle tone, try an adapted pencil grip for more control of the pencil.
Asperger Syndrome- Be very consistent with the child. Remove distractions from the area that may interrupt handwriting. Give frequent breaks and consistent rules. Be careful when using abstract teaching strategies; these children tend to take things very seriously.
Dyslexia- Dyslexic children typically struggle with organization and using language effectively. Help a child with dyslexia in the following ways: Use the Slate and Gray Blocks to correct letter and number reversals. Introduce Wood Pieces to teach correct formation of all capital letters. Use the double lines to teach consistency in placement of letters on the lines. Teach letters in groups of similar strokes, as taught in the workbooks. Provide many opportunities for review and mastery lessons.
Dysgraphia- Children with dysgraphia have trouble producing written language due to poor motor planning. You can help organize these children in the following ways: Teach the shapes (parts and pieces) of the letters using the Wood Pieces Set and the smiley face mat. Use the Slate and Gray Block Paper to correct capital letter and number reversals. The smiley face will become a consistent reminder of the starting corner and will orient the child to the left side of the Slate. Provide visual models for the child to follow. Refer the child to the pictures in the workbooks that give additional visual cues for letter formation. Provide many practice sessions to develop patterns for letter formation. Teach the letters in the recommended groups of similar strokes to help develop consistent patterns of letter formation.
http://www.hwtears.com/hwt/educators/therapists/special-needs
Friend, M. (2012). Including students with special needs a practical guide for classroom teachers. (6th ed.). North Carolina: Pearson.