Writing Disabilities

1. Writing Disabilities By: Pam Johnson and Kelli Endorf SPD 701

2. Disability Activity • Once the enormous challenge of learning to read is undertaken, the brain is faced with daunting task of directing fine muscle movements to draw the abstract symbols that represent the sounds of language. For many years, researchers thought that the mental centers for speech and writing were located on the same side of the brain (left). Recent research indicates that these two processes are related yet separate, sometimes residing in different cerebral hemispheres. This finding, which suggests that spoken and written language develop differently, is not surprising when we realize that human beings have been speaking for over 10,000 years but writing for only 3,000 years. Thus, spoken language has become innate in usually develops with ease, but writing does not develop without instruction.

3. Brain Activity • When writing, the highest brain activity occurs in the parietal lobe (motor cortex) and occipital lobe (visual processing) • Writing requires a properly functioning central nervous system, intact receptive and expressive language skills and related cognitive operations • Also requires emotional stability and an understanding of grammar

4. Problems with Writing • Environmental Causes • Neurological Causes • Dysgraphia

5. Environmental Causes • Too little time was spent on practicing writing • Requires direct instruction • Computers and Typing • Writing Mechanics • Thought Processes

6. Neurological Causes • Writing involves a complex order of operation • Medical Problems • Process vs. Content

7. Dysgraphia • Persistent condition of not being able to put thoughts into writing or accomplish other parts of the writing process (letter formation) • Difficulties in mastering the sequence of movements necessary to write letters and numbers • Inefficient at handwriting • Neurological disorder

8. Strategies to Consider

9. Organize thoughts Tape recorder Use the computer Practice handwriting Talk while writing Use visual aids Building Confidence

10. Accommodations Strategies • Accommodating the rate of work produced • More time to complete tasks • Encouraging using the computer • Having worksheets prepared in advance • Accommodating the volume of work produced • Partially completed outlines • Students dictating to each other • Reduce copying of already printed work • Allowing students to use abbreviations

11. Accommodation Strategies, cont. • Accommodating the complexity of work produced • Allow to use preferred writing styles • Teach stages of writing • Use spell checker • Proofread • Accommodating the tools of work production • Use lined and graphed paper • Use different writing instruments • Have pencil grips available • Allow some students to use speech recognition programs

12. Modification Strategies of Produced Work • Modifying the Volume • Limit the amount of copying • Shorten assignments • Modifying the Complexity • Prioritize tasks • Graphic Organizers • Cooperative learning • Modifying the Format • Allow students to submit alternative projects

13. Teach handwriting continuous Help with spelling Correcting how they hold the pencil POWER paragraph Increasing speed of writing Dealing with fatigue Give praise, be patient, and encourage patience Remediation Strategies

14. Expressive Writing • Stick to a basic framework of planning, writing, and revision • Teaching the critical steps of the writing • Provide frequent feedback and guidance

15. Helpful Websites • http://www.ldonline.org/ld_indepth/writing/writing.html - includes strategies and technology information • http://www.ldrc.ca/contents/kinds/writing_disabilities.php - has a variety of articles describing dysgraphia and other writing disabilities • http://ericec.org/digests/e590.html - explains how to teach expressive writing • http://www.haverford.edu/writingprogram/writingcenter/disabilities.html - resources for students with disabilities • http://www.nichcy.org/pubs/bibliog/bib14txt.htm - strategies to use in the content areas