Students Who Struggle to Write.

Helping Students Who Struggle to Write: Classroom Strategies



I shake myself to stop daydreaming…Writing is definitely the worst task of all. It was just way too hard to remember all the things I need, like periods and capital letters. And then it's almost impossible to think about how to spell words when I'm busy trying to think about the story. It's so hard to remember what I'm writing about.

— Eli Richards from The Boy Who Hated to Write: Understanding Dysgraphia, p. 36




Classroom Strategies

Some example of classroom strategies include the following:

1. Staging

Dividing the task into smaller units and performing each subtask independently.Some students become overwhelmed because tasks appear to be too large or have too many steps. Staging helps them focus on each subtask with greater concentration and an emphasis on quality.

2. Decreasing quantity

Allowing the student to perform fewer math problems, write fewer sentences, or write a shorter story. Some students work so hard for each problem that they find it very difficult to perform an entire assignment or even to concentrate on the concept. Students with writing difficulties sometimes learn more from fewer problems because their concentration is more efficient. Allowing for shorter assignments encourages the student to focus on quality rather than quantity, thus often decreasing the urge to rush through.

3. Increasing time

Providing the student with more time to finish his work. Many times a student may be capable of completing the work, but unable to do so in the same amount of time as his peers. The extra time decreases the tendency for rushing through and can increase the focus on quality.

4. Copying

Reducing or eliminating copying demands, such as copying from the chalkboard, or even copying from another paper.

Sometimes students with writing difficulties make multiple mistakes when copying information and it is important to insure that they have access to the correct information. For example, rather than having them copy the target information from the board, provide these students with a printed copy.

5. Providing structure for math

Using large graph paper or loose-leaf paper turned sideways helps the student align numbers properly in multi-step math problems.

Some students benefit from having their math problems machine copied in enlarged format with additional white space, as this also prevents errors in copying the problem.

6. Adjusting writing format

Allowing each student to choose the format that is most comfortable.

Some students perform better in manuscript whereas other students perform better using cursive. Allowing work to be completed by computer word processing helps the student use staging more efficiently while also bypassing the mechanical difficulties of letter form and space.

7. Spelling

Allowing for misspelling on in-class assignments. Hold students responsible for correct spelling on final drafts, encouraging use of a phonics-based spell checker .

CAUTION: It is unfair and counterproductive to make a student with writing problems stay in for recess to finish work. These children need more movement time, not less.

Keyboarding

The most efficient compensation for any student who struggles with basic letter form and spacing is to develop efficient word-processing skills. Parents and teachers need to be aware; however, that it is very difficult to go through life totally avoiding use of paper and pencil and, consequently, it is important for each student to develop at least some basic handwriting skills.

Specific multisensory strategies designed for dysgraphic students are useful for any student who needs help developing appropriate letter form and automatic motor movements. Specific remedial strategies that incorporate air writing, use of the vertical plane (chalkboard), simultaneous verbal cues, and reinforcement with tactile input, are most effective .

In today's world, keyboarding skills are valuable for all students, but are particularly essential for the student who struggles with writing and/or spelling difficulties. Students are able to learn keyboarding skills at a very young age. However, keyboarding development requires practice and many students complain that the practice is especially boring. This can be a problem because consistency and frequency of practice are very important in developing automaticity. Consequently, it is useful to have the student practice keyboarding on a daily basis, but only for very short period of time each day. In early elementary, the student may practice only 5 to 10 minutes a night. In upper elementary, the practice sessions could be 10 to 15 minutes a night. If the student is just beginning to learn keyboarding as a teenager, it may be necessary to extend the practice sessions to 15 to 20 minutes a night. The consistency of the practice is critical.

Many fun and efficient software programs are available to help students learn appropriate keyboarding. Offering access to a variety of programs helps decrease boredom and allows for choice, as the student may select different software each night. Alternate programs have also been developed which teach keyboarding skills based on the alphabetical sequence. One such program starts with the left hand and uses a poem which begins, "little finger a, reach for b, same finger c, d, e," .

Note-taking

Many students with writing struggles are slow and/or inefficient when taking notes. This is particularly laborious for older students in high school or college, who have much greater note taking demands. While a laptop computer can be efficient, it can be cumbersome to carry around. Also, it is expensive to fix or replace a vandalized, dropped, or otherwise broken computer.

A successful alternative that has become popular with some older students is the use of a personal digital assistant (PDA) such as the PalmPilot series or the Visor Handspring series. These units are quite small (palm size) and easy to transport in a backpack. A nearly standard size keyboard can be attached which greatly facilitates typing and, hence, note- taking. This is especially useful for recording homework assignments and "to do" lists. For note-taking during a lecture, many students still require the assistance of a note-taker, even if the complete notes are only used as a backup.
Spelling

Many students who struggle with writing also have difficulties with spelling. Even if they are able to spell correctly on a weekly spelling test, when they're thinking of content it may be very difficult to also think of the correct spelling of the words they want. Some students then simplify their word usage. Other students just include the incorrectly spelled word.

When such students use a staging approach, they can first focus on pre-organization and then writing (or typing) a draft. A next step would be to go back and work on fixing misspelled words.

Sometimes the spell checker on a computer does not help the student because the misspelled word is not close enough to correct. In such situations, the student should be taught to develop strong phonetic analysis skills so that she can learn to spell words phonetically, the way they sound.

Hand fatigue

A common complaint of students who struggle to write is that their hand gets tired when writing. This can be due to a variety of factors. Some of the most common factors are inappropriate grip, a very tight pencil grip, or inefficient writing posture. There are many efficient grippers that can be used with the pencil or pen to enhance the efficiency of the students grasp on the pencil. One example, the large Pencil Grip , is ergonomically developed to work with the natural physiology of the hand to gently place fingers in the proper position for gripping.

Students can be helped to decrease hand fatigue by performing warm-up activities before writing in the middle of the task. Such activities help the student manipulate and relax muscles in the writing hand. Some examples include:
Rubbing palms of hands together
Shaking hands slightly though firmly
Clasping hands together and stretching upwards

For older students who need to take a large number of notes during a class, dividing their paper in half and writing on only one half the time helps reduce the drag of the writing instrument across the paper. This too will reduce writing fatigue.

Caution for Teachers

One of the best compensations for a student who struggles with writing is to have a teacher that understands. For some students it is not possible to be neat while also focusing on content. Some students cannot focus on both neatness and use of writing mechanics at the same time. In Eli, The Boy Who Hated to Write: Understanding Dysgraphia (Richards, 2008), we learn how elementary school student Eli compensated for the frustration caused by his struggles with trying to be neat while also thinking:

Eli figured it was easier to write just a few sentences. That didn't hurt his hand so much either. His teachers complained, but Eli kept writing very short stories. After all, teachers didn't understand what it was like to struggle and struggle to write, and still have the paper turn out sloppy and full of mistakes. They always told him how messy his papers were. They just couldn't understand how hard he tried. No matter how carefully he worked, the words didn't look like they were supposed to. Sometimes he knew how he wanted the words to look, but they just didn't turn out that way.

This is why a staging approach is critical. Requiring concentration on only one or two aspects at a time will help reduce the overload for a student.

Riya 's Story (Learning Disability)

When Riya was in the first grade, her teacher started teaching the students how to read. Riya’s parents were really surprised when Riya had a lot of trouble. She was bright and eager, so they thought that reading would come easily to her. It didn’t. She couldn’t match the letters to their sounds or combine the letters to create words.

Riya’s problems continued into second grade. She still wasn’t reading, and she was having trouble with writing, too. The school asked Riya’s mom for permission to evaluate Riya to find out what was causing her problems. Riya’s mom gave permission for the evaluation.

The school conducted an evaluation and learned that Riya has a learning disability. She started getting special help in school right away.

Riya’s still getting that special help. She works with a reading specialist and a resource room teacher every day. She’s in the fourth grade now, and she’s made real progress! She is working hard to bring her reading and writing up to grade level. With help from the school, she’ll keep learning and doing well.

What are Learning Disabilities?

Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. “Learning disabilities” is not the only term used to describe these difficulties. Others include:

dyslexia—which refers to difficulties in reading;

dysgraphia—which refers to difficulties in writing; and

dyscalcula—which refers to difficulties in math.

Learning disabilities (LD) vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. Riya, in our example above, has trouble with reading and writing. Another person with LD may have problems with understanding math. Still another person may have trouble in both of these areas, as well as with understanding what people are saying.

Researchers think that learning disabilities are caused by differences in how a person’s brain works and how it processes information. Children with learning disabilities are not “dumb” or “lazy.” In fact, they usually have average or above average intelligence. Their brains just process information differently.

There is no “cure” for learning disabilities. They are life-long. However, children with LD can be high achievers and can be taught ways to get around the learning disability. With the right help, children with LD can and do learn successfully.

What Are the Signs of Learning Disability?

While there is no one “sign” that a person has a learning disability, there are certain clues. We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school. This is because school focuses on the very things that may be difficult for the child—reading, writing, math, listening, speaking, and reasoning. A child probably won’t show all of these signs, or even most of them. However, if a child shows a number of these problems, then parents and the teacher should consider the possibility that the child has a learning disability

When a child has a learning disability, he or she:

• may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds;

• may make many mistakes when reading aloud, and repeat and pause often; • may not understand what he or she reads;

• may have real trouble with spelling;

• may have very messy handwriting or hold a pencil awkwardly; • may struggle to express ideas in writing;

• may learn language late and have a limited vocabulary;

• may have trouble remembering the sounds that letters make or hearing slight differences between words;

• may have trouble understanding jokes, comic strips, and sarcasm;

• may have trouble following directions;

• may mispronounce words or use a wrong word that sounds similar;may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation;

• may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener;

• may confuse math symbols and misread numbers;

• may not be able to retell a story in order (what happened first, second, third); or

• may not know where to begin a task or how to go on from there. If a child has unexpected problems learning to read, write, listen, speak, or do math, then teachers and parents may want to investigate more. The same is true if the child is struggling to do any one of these skills. The child may need to be evaluated to see if he or she has a learning disability

At school level what a teacher can do

Learn as much as you can about the different types of LD. The resources and organizations listed below can help you identify specific techniques and strategies to support the student educationally.

Seize the opportunity to make an enormous difference in this student’s life! Find out and emphasize what the student’s strengths and interests are. Give the student positive feedback and lots of opportunities for practice.

Provide instruction and accommodations to address the student’s special needs. Examples:

• breaking tasks into smaller steps, and giving directions verbally and in writing;

• giving the student more time to finish schoolwork or take tests;

• letting the student with reading problems use instructional materials that are accessible to those with print disabilities;

• letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and

• letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.

Learn about the different testing modifications that can really help a student with LD show what he or she has learned.

Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD.

Work with the student’s parents to create an IEP tailored to meet the student’s needs.

Establish a positive working relationship with the student’s parents. Through regular communication, exchange information about the student’s progress at school.

At home

Learn about LD. The more you know, the more you can help yourself and your child.

Praise your child when he or she does well. Children with LD are often very good at a variety of things.

Find out what your child really enjoys doing, such as dancing, playing soccer, or working with computers. Give your child plenty of opportunities to pursue his or her strengths and talents. Find out the ways your child learns best. Does he or she learn by hands-on practice, looking, or listening? Help your child learn through his or her areas of strength.

Let your son or daughter help with household chores. These can build self-confidence and concrete skills. Keep instructions simple, break down tasks into smaller steps, and reward your child’s efforts with praise.

Make homework a priority. Read more about how to help your child be a success at homework in the resources listed below.

Pay attention to your child’s mental health (and your own!). Be open to counseling, which can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have LD. Parents can share practical advice and emotional support.

Meet with school personnel and help develop an IEP to address your child’s needs. Plan what accommodations your child needs, and don’t forget to talk about AIM or assistive technology! Establish a positive working relationship with your child’s teacher. Through regular communication, exchange information about your child’s progress at home and at school.

Conclusion

Learning disabilities clearly affect some of the key skills in life—reading, writing, doing math. Because many people have learning disabilities, there is a great deal of expertise and support available. Take advantage of the many organizations focused on LD. Their materials and their work are intended solely to help families, students, educators, and others understand LD and address it in ways that have long-lasting impact.

Guiding Young Children

TECHNIQUES FOR GUIDING YOUNG CHILDREN

1. Use a positive suggestion when dealing with young children. Tell the child what to do instead of what not to do. "We walk in the halls," instead of "Don't run." Speak with a pleasant and encouraging voice and always use "please" and "thank you." Bossy commands should be avoided

2. Use alternative suggestions rather than negative commands. Suggest an alternative activity, instead of "Don't do that" when a child is exhibiting negative behavior. If a toy is taken from another child suggest a way to share or choose another toy to play with. Children cannot stop doing, but they can do something different.

3. Always praise and emphasize aspects of behavior that are desirable. Let the child know you have confidence in his/her ability to use them. "Sarah knows about scissors," "Henry is remembering to keep water in the sink," "Mike is very thoughtful to help Richie pick up the crayons." Try to comment on good aspects of a child's behavior, especially a child who often exhibits negative behavior.

4. Always use "positive strokes." This develops a sense of security, trust and self worth in a shy and withdrawn child, as well as a normal child. Give shy and withdrawn children an opportunity for success in social situations such as helping the teacher or another child, helping others notice their achievements, giving them praise and encouragement, noticing a new shirt or belt or a pretty color they are wearing.

5. Try to use a calm, soft voice. Speaking softly maintains calmness. Firm but soft voices are more effective than harsh, loud voices.

6. Anger should be avoided in the presence of children. Adults and children alike have limits of endurance. Punishing and scolding are seldom effective when one is angry. Simply stating that you "f eel angry today because. . ." lets the children know how you feel without losing control.

7. Avoid public confrontations with children. Difficult children should be handled individually , without calling attention to their negative behavior.

8. Observe a child's behavior to better understand that child's behavior. A push by a young child may indicate a desire for social contact; another child's push may indicate fatigue, illness, etc. Before attempting to change a behavior one must understand the reason behind that behavior.

9. Avoid the use of "good girl" or "bad boy." "What a good helper you are," or "That was a good job," should be used instead of "That's a good boy." The child applies good and bad to his actions rather than himself.

10. Be consistent in your requests and restrictions. Have rules and enforce them. Always let the child know what is expected of him.

11. Explain the reasons behind the rules whenever possible. "Put the toys in the box. If you throw them, they might break and we might get hurt." This helps the child learn cause/effect relationships.

12. Do not back down on the rules you have made. "If you throw the blocks, you will have to leave the block area." Follow up on this rule if it is broken. Make the child leave if he throws the blocks and he will soon learn that you mean what you say.

13. Give children choices whenever possible. This tends to give children a feeling of freedom in determining their own plans and develops decision making ability. Make the choice simple, as not to confuse the child. "Would you like to color or play with Legos?"

14. Avoid general statements. Preschool children respond better to specific requests. "Put your clothes on" is a general request which makes the task seem complicated for a three- or four-year-old. "Put on your socks," "Now put on your sneakers," are specific requests that tell the child what you expect of him/her.

15. Avoid asking a question unless you really want to give children a choice. "It is time to read a story," instead of "Do you want to read a story?" With a classroom full of children one should avoid asking "Who would like to be the first to. . .";instead you should say, "Jane, you can be first to. . ."

16. Avoid hurried commands. Use unhurried statements such as, "You can do it quickly" instead of "Hurry up, hurry up." Hurrying a child often tends to slow him up and often produces dislike and confusion for a task.

17. Isolate overactive children from the group whenever possible, not as a punishment but to decrease the stimulation the child is receiving. Helping the child understand why he is being isolated is very important. He/she should be made to understand it is not a punishment, just a calming down time.

18. Avoid asking the child "What is it?" when commenting on art work or any object the child might show you. Encourage the child to tell you about his picture or toy, or just simply comment on how pretty it is or what nice colors were used in a drawing or painting.

19. Help children to understand and accept their feelings as normal. Children, as well as adults, have feelings of happiness, sadness, anger, loneliness, etc. Children should never be made to feel guilt about how they feel.

Teaching High Functioning People with Autism

Teaching High Functioning People with Autism

1.People with Autism have trouble with organizational skills, regardless of their intelligence and/or age. Even a “straight A” student with Autism who has a photographic memory can be incapable of remembering to bring a pencil to class or of remembering a deadline for an assignment. In such cases, aid should be provided in the least restrictive way possible. Strategies could include having the student put a picture of a pencil on the cover of his notebook or maintaining a list of assignments to be completed at home. Always praise the student when She or he remembers something he has previously forgotten. Never denigrate or “harp” at her or him when he fails. A lecture on the subject will not only NOT help, it will often make the problem worse. He may begin to believe he can not remember to do or bring these things. These students seem to have either the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Simply remember that he is probably not making a conscious choice to be messy. He is most likely incapable of this organizational task without specific training. Attempt to train her or him in organizational skills using small, specific steps. People with Autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. Avoid asking vague questions such as, “Why did you do that?” Instead, say, “I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently and tell me you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?” Avoid asking essay type questions. Be as concrete as possible in all your interactions with these students.

2. An increase in unusual or difficult behaviors probably indicates an increase in stress. Sometimes stress is caused by feeling a loss of control. Many times the stress will only be alleviated when the student physically removes himself from the stressful event or situation. If this occurs, a program should be set up to assist the student in reentering and/or staying in the stressful situation. When this occurs, a “safe place” or “safe person” may come in handy.

3. Do not take misbehavior personally. The high functioning person with Autism is not a manipulative, scheming person who is trying to make life difficult. They are seldom, if ever, capable of being manipulative. Usually misbehavior is the result of efforts to survive experiences which may be confusing, disorienting or frightening. People with Autism are, by virtue of their disability, egocentric. Most have extreme difficulty reading the reactions of others.

4. Most high functioning people with Autism use and interpret speech literally. Until you know the capabilities of the individual, you should avoid: – idioms (e.g., save your breath, jump the gun, second thoughts) – double meanings (most jokes have double meanings) – sarcasm (e.g., saying, “Great!” after he has just spilled a bottle of ketchup on the table) – nicknames – “cute” names (e.g., Pal, Buddy, Wise Guy)

5. Remember that facial expressions and other social cues may not work. Most individuals with Autism have difficulty reading facial expressions and interpreting “body language”.

6. If the student does not seem to be learning a task, break it down into smaller steps or present the task in several ways (e.g., visually, verbally, physically).

7. Avoid verbal overload. Be clear. Use shorter sentences if you perceive that the student is not fully understanding you. Although the student probably does not have a hearing problem and may be paying attention, he may have difficulty understanding your main point and identifying important information.

8. Prepare the student for all environmental and/or changes in routine, such as assembly, substitute teacher and rescheduling. Use a written or visual schedule to prepare her or him for change.

9. Behavior management works, but if incorrectly used, it can encourage robot-like behavior, provide only a short term behavior change or result in some form of aggression. Use positive and chronologically age appropriate behavior procedures.

10. Consistent treatment and expectations from everyone is vital.

11. Be aware that normal levels of auditory and visual input can be perceived by the student as too much or too little. For example, the hum or florescent lighting is extremely distracting for some people with Autism. Consider environmental changes such as removing “visual clutter” from the room or seating changes if the student seems distracted or upset by his classroom environment.

12. If your high functioning student with Autism uses repetitive verbal arguments and/or repetitive verbal questions, you need to interrupt what can become a continuing, repetitive litany. Continually responding in a logical manner or arguing back seldom stops this behavior. The subject of the argument or question is not always the subject which has upset him or her. More often the individual is communicating a feeling of loss of control or uncertainty about someone or something in the environment. Try requesting that he write down the question or argumentative statement. Then write down your reply. This usually begins to calm her or him down and stops the repetitive activity.

13. If that doesn’t work, write down his repetitive question or argument and ask her or him to write down a logical reply (perhaps one he thinks you would make). This distracts from the escalating verbal aspect of the situation and may give her or him a more socially acceptable way of expressing frustration or anxiety. Another alternative is role-playing the repetitive argument or question with you taking his part and having her or him answer you as he thinks you might.

14. Since these individuals experience various communication difficulties, do not rely on students with Autism to relay important messages to their parent/guardians about school events, assignments, school rules, etc., unless you try it on an experimental basis with follow-up or unless you are already certain that the student has mastered this skill. Even sending home a note for his parent/guardians may not work. The student may not remember to deliver the note or may lose it before reaching home. Phone calls to parent/guardians work best until the skill can be developed. Frequent and accurate communication between the teacher and parent/guardian (or primary caregiver) is very important.

15. If your class involves pairing off or choosing partners, either draw numbers or use some other arbitrary means of pairing. Or ask an especially kind student if he or she would agree to choose the individual with Autism as a partner before the pairing takes place. The student with Autism is most often the individual left with no partner. This is unfortunate since these students could benefit most from having a partner.

16. Assume nothing when assessing skills. For example, the individual with Autism may be a “math whiz” in Algebra, but not able to make simple change at a cash register. Or, she or he may have an incredible memory about books she or he has read, speeches she or he has heard or sports statistics, but still may not be able to remember to bring a pencil to class. Uneven skills development is a hallmark of Autism.

Be Positive

Be Creative

Be Flexible