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This study presents a comprehensive program designed to manage writing difficulties in special education, specifically targeting a junior secondary school student with dysgraphia in Nigeria. Drawing on inclusive education principles and evidence-based practices, the program encompasses a detailed assessment, development of an Individualized Education Plan (IEP), and implementation of targeted instructional strategies and assistive technologies. Key components include systematic handwriting instruction, the use of multisensory techniques, and the integration of assistive technology. The program also emphasises continuous monitoring and collaboration with parents to ensure consistent support. By addressing the unique needs of students with dysgraphia, this program aims to enhance their writing skills, academic performance, and overall development.
Open Journal of Social Sciences, 2015
Most learning disabilities exist only within a school-based context. Some see learning disabilities as a disorder related to a basic psychological process. A disorder is an abnormal physical or mental condition. The medical model views a disability as something within the person that must be fixed or cured. The social model views a disability as an impairment in which restrictions are put in place on the social plane. Dysgraphia, motor dysgraphia, spatial dysgraphia, and linguistic dysgraphia are all fancy sounding names, but they have more to do with letter formation skills and little to do with writing. This chapter ends with nine strategies that can be used with students who struggle with writing.
The present study " Teaching cursive hand writing as an intervention strategy for high school children with dysgraphia " is under taken in selected private schools in Hyderabad, India. The investigator used experimental design The sample consist of 35 children (15 girls and 20 boys) from 8 th out of a total 650 population and 42 children (20 boys and 22 girls)from 9 th out of 710 population of these classes for each group(Experimental and control). A pre test is conducted after identifying the sample. A six months Drill and Practice in cursive hand writing along with multi sensory approach and activities to augment the fine motor, spellings and written expression skills is given as intervention and a post test is conducted. For control group without the intervention a post test is conducted after 6 months.The data is analysed and the results showed a significant improvement in the hand writing skills of the children of experimental group. Cursive hand writing helped children improve their hand writing, academic chievement and self confidence
2018 UBT International Conference, 2018
In a context of learning, writing as a valuable tool, helps students think critically and demonstrate what they know but for students with specific learning difficulties, the writing process can bring different challenges as it can be much harder and slower . As a result, they may struggle academically by falling behind the school work. Moreover, they can get discouraged and avoid writing assignments. When it comes to developing English writing skills in students with specific learning difficulties, this can double the challenges and can lead our students to feeling frustrated about their academic achievements. This can also lower their self-esteem and the worst part is that teachers may criticize them for being lazy, which makes the situation even harder for them. This leads us first to identify the problem and learn how to cope with it! Moreover, this paper aims to provide an understanding of Dysgraphia as a specific learning difficulty which affects writing and in this case what ...
— This review study explores four methods of teaching writing to students with disabilities. The goal of this review study, therefore, is to investigate writing interventions intended for students with more debilities than learning disabilities (LD) attempting to determine if students' writing developed during the intervention. About 13 studies use self-regulated strategy development (SRSD) instruction and two studies combine SRSD with other instructions. Moreover, this review attempts to determine the possibility of applying journal writing instruction, persuasive writing, and sentence-level skills. Diverse strategies and skills, such as integration of reading and writing, handwriting, sentence construction, and grammar or usage are to be explicated. The results show that handwriting is an effective means to improve writing. Moreover, students are able to change the simple sentences to complex sentences. In addition, limitations and suggestions for further research have been presented.
This study aims to examine in-depth the practices and the problems of primary school teachers in identifying and eliminating reading and writing difficulties. The current study employed phenomenology method, one of the qualitative research designs and the data of the study were collected through observation and interview techniques. Criterion sampling, one of the purposeful sampling methods was utilized in determining study group. Six primary school teachers were selected in accordance with the determined criteria to collect the interview data. To collect observation data, 3 primary schools were selected and a total of 16 hours of observation was made. According to the findings, most of the teachers did not receive education about identifying students with reading and writing difficulties, conducting studies with these students, and preparing materials, activities, and etc. suitable for them. Moreover, primary school teachers expressed that although there were some disadvantages of inclusive education, students with reading and writing difficulties should continue their education in inclusive classes. However, the necessity of providing supplementary support to these students in addition to inclusive education was frequently emphasized. When the practices of primary school teachers with students having reading and writing difficulty were examined, it was observed that they generally used letter/syllable trinkets, gamification, letter cards, individual syllable work, memorization assignments, dictation work, story reading, drama and colored syllables. On the other hand, it was determined that methods, techniques or strategies that stated to be effective in the literature were either used very little or not at all in classrooms.
Learning Disability Quarterly, 1995
Twenty-four children with writing problems were given instruction in handwriting automaticity, spelling strategies, and the composing process (plan, write, review, revise) in 14 one-hour individual tutorials during the summer between third and fourth grade. Half the children (8 boys, 4 girls) received extra practice in composing, while half the children (8 boys, 4 girls) received special training in orthographic and phonological coding. Hierarchical linear modeling of growth curves was used to compare the treatment groups to a non-contact control group (10 boys, 5 girls) on a standard battery at pretest, midtest, posttest, and the two treatment groups with each other on probe measures of handwriting, spelling, and composition in each tutorial session. The treatment groups improved at a faster rate than the control group on some measures of handwriting, spelling, and composition (fluency and quality) in the standard battery, but Verbal IQ did not predict rate of improvement. Differen...
Support for Learning, 2017
Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies.
Northwest Journal of Educational Studies, 2018
Learning Disabilities Research and Practice, 2001
Cuadernos de Filología Clásica. Estudios griegos e indoeuropeos, 2012
Sputnik, Latinoamerica, 2024
The Syndrome in Archaeology, Under the Spell of Constantine, 2024
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South Asian Journal of Social Studies and Economics