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Accommodations & Modifications ... Dysgraphia

Accommodations & Modifications ... Dysgraphia
Home > Reading and Spelling Articles > Accommodations and Modifications for Dysgraphia Susan Jones, M.Ed. 12/98 Many students struggle to produce neat, expressive written work, whether or not they have accompanying physical or cognitive difficulties. They may learn much less from an assignment because they must focus on writing mechanics instead of content. After spending more time on an assignment than their peers, these students understand the material less. Not surprisingly, belief in their ability to learn suffers. When the writing task is the primary barrier to learning or demonstrating knowledge, then accommodations, modifications, and remediation for these problems may be in order. There are sound academic reasons for students to write extensively. Accommodate -- reduce the impact that writing has on learning or expressing knowledge -- without substantially changing the process or the product. 1. More information on Dysgraphia: Richards, Regina G.

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Executive Function Executive Function... "What is this anyway?" Chris A. Zeigler Dendy, M.S. Executive functions are crucial for school success! Interventions for Dysgraphia Jones, S. 2e Newsletter May/June 2011 In this article, Susan Jones provides advice on how to accommodate for the needs of students with dysgraphia. Adapted from Dysgraphia Accommodations and Modifications by Susan Jones (1999) Two students can labor over the same assignment. One may labor with organizing the concepts and expressing them, learning a lot from the “ordeal.” The other will force words together, perhaps with greater effort (perhaps less if the language and information have not been processed), with none of the benefits either to developing writing skills or organizing and expressing knowledge.

Accommodations and Modifications Accommodations, modifications, and alternative assessments may be necessary for a special needs child to succeed while working on materials for learning. A student who cannot read nor write at grade level may be able to understand and participate in discussions about material that is read aloud and taught at the child's age-appropriate level. A child who cannot recall basic number facts may be able to do grade-appropriate problems using a calculator or working with number facts chart. A student with cerebral palsy may be able to take part in modified physical education with special equipment and carefully chosen exercises. The terms accommodations and modification are frequently used interchangeably, but they are not identical in their effect on teaching and learning. There are important differences in the meaning as they relate to special needs education.

Why Children Fail in School: Top Ten Reasons Students Struggle & Strategies to Help Them Succeed Do you have a child who is struggling academically? See if your child fits under any of these ten categories. The good news: there are solutions and strategies for each of these causes. Lack of Parental Involvement and Absenteeism The Importance of Teaching Handwriting After a long period of neglect in education, attention to teaching handwriting in the primary grades may finally be returning. This attention can benefit many youngsters, including those with learning disabilities (LDs) involving handwriting, which may accompany reading disabilities, writing disabilities, nonverbal learning disabilities, and attention deficit hyperactivity disorder. Although word-processing programs and assistive technology are undeniably boons to children with writing problems, technological advances do not eliminate the need for explicit teaching of handwriting. Furthermore, very modest amounts of instructional time in the earliest grades — kindergarten and grade one — may help to prevent later writing difficulties for many children. Why handwriting is important

Ten Steps to Better Student Engagement Tristan de Frondeville As a teacher, my goal was to go home at the end of each day with more energy than I had at the beginning of the day. Seriously. Misunderstood Minds . Math Difficulties What Can Stand in the Way of a Student's Mathematical Development? Math disabilities can arise at nearly any stage of a child's scholastic development. While very little is known about the neurobiological or environmental causes of these problems, many experts attribute them to deficits in one or more of five different skill types. These deficits can exist independently of one another or can occur in combination. All can impact a child's ability to progress in mathematics. Incomplete Mastery of Number Facts Number facts are the basic computations (9 + 3 = 12 or 2 x 4 = 8) students are required to memorize in the earliest grades of elementary school.

Writing Disability Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers and words on a line or page. This can result partly from: Visual-spatial difficulties: trouble processing what the eye seesLanguage processing difficulty: trouble processing and making sense of what the ear hears Learning Disabilities in Children: Symptoms, Types, and Testing What are learning disabilities? Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else.

Three Brain-based Teaching Strategies to Build Executive Function in Students Updated 01/2014 For young brains to retain information, they need to apply it. Information learned by rote memorization will not enter the sturdy long-term neural networks in the pre-frontal cortex (PFC) unless students have the opportunity to actively recognize relationships to their prior knowledge and/or apply new learning to new situations. Here are some teaching strategies to help build executive function in your students. 1) Provide Opportunities to Apply Learning When you provide students with opportunities to apply learning -- especially through authentic, personally meaningful activities -- and then provide formative assessments and feedback throughout a unit, facts move from rote memory to become part of the memory bank.

Strategies for Dealing with Dysgraphia By: Regina G. Richards A common teaching technique is to have the students write information to reinforce the material. For example, spelling programs often encourage students to write each spelling word five times or 20 times. For many students, the kinesthetic process of writing reinforces what is to be learned. However, for a small group of students, rather than reinforcing and consolidating information, the process of writing actually interferes with learning. Response: Several Ways To Help Students Become Better Listeners - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false