Symptoms of Dysgraphia and Classroom Accommodations

There are different types of learning disabilities that can present obstacles for students in school. Some learning disabilities, such as dyscalculia, affect a student's mathematical ability. Dyslexia is a language-based learning disability which can impact spelling, writing, reading and speaking. Dysgraphia is a specific learning disability which manifests in problems with written expression. Dysgraphia is a processing disorder, which means that it is much more complex than just having bad handwriting. Writing involves a series of interactions combining fine motor skills and the person's ability to process information, which often results in poor spelling and handwriting. Some of the warning signs of dysgraphia are handwriting that is very difficult to read, the inability to properly hold a pencil or other writing utensil, words written outside of margins and lines, disorganized writing with letters or words reversed, inconsistent grammar and syntax errors, and the omission of words or parts of words in writing tasks. Children with dysgraphia will often avoid activities that require writing or drawing and will often become fatigued during writing tasks. People with dysgraphia also appear to have great difficulty writing down and organizing ideas that they are able to convey effectively and easily using verbal language. Having dysgraphia presents a challenge to students, especially as they become older and expected to write more for classroom assignments and taking notes. When a student is spending such a great deal of time focused on writing, he or she can easily become "lost" in the material and as a result not gain as much knowledge if accommodations were made to writing tasks.

When choosing accommodations or modifications for a student with dysgraphia, there are several areas to consider such as the amount of written work, the rate at which a student should be expected to produce work, and any assistive technology or devices that are available. Allowing the student extra time to take notes or produce written work as well as allowing students the opportunity to begin projects or writing assignments early are both helpful strategies. Many students will benefit from the use of a scribe to write down what he or she is saying, which is not always practical in the classroom. By providing cooperative learning activities, a student with dysgraphia can take an active role in lessons while another group member acts as the group "recorder." Teach note-taking skills, like using symbols for common words and provide an outline or skeleton copy of notes. Because dysgraphia often manifests in poor spelling, grade the student on content rather than spelling. Allow the student to use a writing tool that is comfortable or allow the student to use a word processor for written assignments. As each student's needs are different, pay attention for strategies that aren't working in order to find out ways to help all students become more successful on writing tasks.

Sources:
LDOnline.org