Download to read offline
Dysgraphia/Dyspraxia (LD affecting writing abilities) Dhivehi.pptx
- 1. Dysgraphia (LD affecting writingabilities) ް ނ ަިކތަދެގުމ ު ޔިލ ާއިފާރްގ ް ިސޑ – ް ށ ަ ނ ް ނިދ ު ކ ަ ނ ް ނ ު ހ ް ނ ަތިކަދ ެގުމ ު ޔިލ ިއާއގ ް ނިލެޕ ް ސ ިދައ .ޭވޫގނަދުއ ް ނ ު ޔިލ ުތައ ޭވޫގަދުއ ް ނަލ ެ ޔިލ ްއަތުލ ާޔިހ ަގްއެޑނަގ
- 3. Handwriting ް ނ ު ޔިލުތައ • Often described as a motor or movement skill ްއ ެރ ަ ނ ު ހެގ ުތާކ ަރ ަހ • More complex than simple motor skills like running or jumping involving wide range of cognitive, language and hand-eye coordination abilities ްއ ެރ ަ ނ ު ހ ޫގނަދުއ • Takes time to perfect ާގ ަ ނ ުތުގަވ ް ށަމ ުރ ު ކ ު ޅަގ ަރ • 50% of time engaged in writing activities ަ ނިގ ް ށ ަރަވ ް ނ ު ޔިލަގްލޫކ ް ސ • Handwriting needs to be automatic to concentrate on other components of writing (creating ideas, planning, reviewing and spelling) ޭހެޖ ް ނާވ ް ިކތެމޮޓޮއ ް ނ ު ޔިލ ުތައ ާކަތ ް ށަމުވުލާމ ަ ސ ް ށ ަކަތ ް ނ ަކ ް ނ ެހެއ • Involves ޭނެމިހ – writing legibly with increasing fluency & speed ް ނ ު ޔިލ ް ށަތޮގޭގެއ ް ނ ަ ޔިކަގްއެޑީޕ ް ސ ު ޅަގ ަރ – Using different forms of handwriting for different purposes (print for labelling maps /diagrams, clear, neat handwriting for finished presented work, faster script for notes) ް ނ ު ޔިލ ް ށަތޮގ ްތޮގ ުތާފަތ ް ށ ަކަތ ް ނ ު ނޭބ ުތާފަތ
- 4. Handwriting difficultiesްއަިތތަދ ެގުމު ޔިލ ުތައ • Students’ handwriting difficulties show themselves in different ways: ަލ ަ ސްއަމ ެ ނާދެވާމިދ – handwriting may be difficult to readޫގނަދުއ ް ނ ަ ޔިކ – some letters are formed in an unconventional way ަލ ަ ސްއަމެގުމ ު ޅެއ ުރ ު ކައ – Student has difficulty controlling the penޫގަދުއ ް ނ ަޓްއ ަހަފިހ ް ނަލަގ – Student looks awkward and uncomfortable when writing – Student writes much more slowly than majority ް ސަލްއެލ ާޔިލ • Broadly speaking, difficulties are from two interconnected sources: ؟ ާބްއެއަލ ަ ސްއަމ ިވާމިދ ް ނ ު ކަމ ަކ ެގުލުއ ަހާމ ީނޫނ ާބްއެއަލ ަ ސްއަމ ެގާޖްއ ު ކ – within students (motor & coordination, sensory difficulties, cognitive difficulties, low confidence, isolated difficulties) & – within the learning environment (inadequate teaching, not enough practice, variation in practice, failure to recognize the movement component)
- 5. Helping student withdifficulties (assessing the problem ިއ ަކ ަޓ ް ށަމުީވހެއ ާދ ޯހ ަލ ަ ސްއަމ ؟ ) • To obtain a picture of a student’s handwriting skill it is essential to: ަލ ަ ސްއަމ ެ ނާދިވ ެރ ު ކްއެމ ަކ ެދ ް ށަމ ުދ ޯހ a) Observe the pupil writing ާލ ަ ބ ުިރއ ާޔިލާޖްއ ު !ކ- Does the pupil: – Sit well, squarely facing the work with the upper body reasonably upright and steady? ؟ަތ ް ޅށަގަީރނ ަ ނ ް ިނއ ް ނެގ ެދ ް ީނށިއ – Place the non-writing hand on the writing surface? ާބޮކްތައ ާޔިލ ު ނ ؟ – Hold the pencil so that the tip is clearly visible? ްތޮގާޓްއ ަހަފިހ ުރ ު ސ ް ނަފ – Control the pen/pencil well and form letters easily? ؟ާޅައ ުރ ު ކައ ް ިނއ ަހ ޭ ސަފ – Move the pen/pencil with a smooth, fluent and confident movement? ު ކެއާމ ަކ ަހ ޭ ސަފ ؟ަތާލ ެ ޔިލ – Press too hard or too softly? Is the grip tense or too slack? ؟ަތާޓްއ ަހަފިހ ް ނަލަގ ް ށަރ ާބ – Have any tremor or press too hard on the paper?؟ަތާޅައ ުރ ުތ ުރ ުތ – Have difficulty forming any of the letters? ؟ަތ ް ށ ަޅަގަީރނ ަޅައ ުރ ު ކައ
- 6. b) Assessing handwritingް ނުލ ެ ބ ް ނ ު ޔިލ • Ask student to write a sentence using all the letters of the alphabet, ާވްއ ު ޔިލްއެޗްއެއ!eg: the quick brown fox jumps over the lazy dog • The factors to take into consideration when making an assessment can be grouped under seven ‘S’ rule headings: – Shape: Are all the letters legible? Note those which are not.ަފިސ – Sitting: Do the letters sit on the baseline with the ascenders clearly taller (in letters such as d, h, k) and the descenders below (in g, y, p, etc). ީތަމުނގޮރ ުރ ު ކައ ްތޮގ ާޔިލ – Size: Are the letters the appropriate size? ްިޒއ ަ ސ ެގ ުރ ު ކައ – Spacing: Is the spacing between the words appropriate? − about the width of a letter ‘o’. ަގާޖ ެގޭރެތޭދުޒުފަލެދ – Slant: Is the slant of the ascenders and other down lines parallel, or do they wag in all directions? Note which letters differ from the majority. ީނަވިއަފ ެ ޔިލ ްއަތ ުރ ު ކައ ؟ަތ ް ށ ަކަތޮގްއެއ – Sequence/string: Is the pupil joining all the letters that should be joined according to the style used? ؟ަތ ް ށ ަޅަގަރ ީނަވިއަފިއަވ ުޅުގ ުރ ު ކައ – Speed: Is the pupil writing at a speed appropriate to his/her needs? ްޑީޕ ް ސ ާޔިލ ؟ަތ ުޅަގަރ
- 7. Helping students withdifficulties - Pީހެއ • Posture: The pupil needs to be comfortable to write well − sitting at a table or desk of suitable height so that elbows and knees are at a right angle, the feet are flat on the floor and the body is balanced by the non-writing hand holding the paper. ީދ ެ ނ ު ބ ްތޮގ ަ ނ ް ީނށިއ • Paper: Pupils needs to find a paper position that is comfortable – this usually means it should be tipped so that the side of the paper is parallel to the writing arm ީދ ެ ނ ު ބ ްތޮގާވްއ ާބ ްތޮފ • Pen/pencil hold: The recommended method is to hold the pen/pencil between thumb and forefinger, so that the side of the middle finger completes a triangle, or between forefinger and middle finger, with the thumb below completing the triangle ީދ ާޔިކ ްތޮގ ާޓްއ ަހަފިހ ުރ ު ސ ް ނަފ
- 8. Helping students withdifficulties – Sީހެއ • Shape: A curly caterpillar − ‘c’ is the lead letter for the family including d, g, q, o, s etc, ީދ ް ށޮކ ް ސަދ ް ނ ަ ޔިލ ް ށ ަޅަގ ަރ ުރ ު ކައ • Sitting: ީދ ާޔިކ ްތޮގ ަ ނ ް ިނއ ަގ ުތަވ ު ޅޮފ ުރ ު ކައ – each letter is a cat sitting on a wall, some with their tails hanging down and others with the tail curled up. – double-lined paper, preferably with a firm, well-defined baseline and a dotted or fainter ‘magic’ line • Size: A clear visual image that helps pupils understand the alignment of the letters eg: three horizontal zones – sky (blue) for the ascenders–– – the forest (green) for the bodies of all the letters, and–– – underground (brown) for the tails or descenders. • Spacing: leave enough space for a letter ‘o’ between words • Slant: regularity of the slant for attractiveness /organization • Sequence /strong (joining) • Speed: Short practices aimed at increasing the speed are helpful
- 13.
- 19. Strategies: Accommodation &Modification • Accommodation: Reduce the impact writing has on learning or expressing knowledge without substantially changing the process/ product by changing: – The rate of producing written work: allow more time for written work) – The volume of the work to be produced: abbreviations in some writing (such as b/c for because) – The complexity of the writing task : Break writing into stages (brainstorming, drafting, editing, and proofreading, etc.) and teach students to do the same • Modification: Change assignments/expectations to meet the student’s individual learning needs, modifications can include: – The volume of the work to be produced: Reduce length requirements on written assignments, stressing quality over quantity. – The complexity of the writing task: Develop cooperative writing projects where students play different roles such as the organizer of information, writer, and illustrator.
- 20. Strategies: Remediation &Compensation • Remediation: – Structured re-teaching of skills using techniques to match student's processing style: (air writing to develop a more efficient motor memory for the sequence of steps necessary in making each letter). • Compensation: – Using strategies to aid a particular aspect of the task: the aim is to allow the student to get around the problem so that they can focus more completely on the content • Special pens: encourage good grip and help both the left and right-handed child to form letters correctly. • Computer programs: Avoiding written tasks which can make the process of learning easier.
- 22.
- 23. Fine motor ConcentrationOrganisation Classroom management • Difficulty thinking of words to write • Handwriting difficulties (formation, spacing, size) • Activities /instructions need to be broken down • Benefits from visual support (key word voca & checklists) • Manipulation difficulties (grip, using equipment) • Tires quickly when writing • May need support with grammar • Requires time to plan visually (story map, mind map) • Trouble keeping track of thoughts • Requires extra time when writing • Needs time for proof reading • Benefits from assistive technology/other methods of recording (voice recorder /speech to text)
- 24. Fine motor ConcentrationOrganisation Classroom management Handwriting difficulties (formation, spacing, size) Difficulty thinking of words to write Benefits from visual support (key word vocabulary & checklists) Activities /instructions need to be broken down Manipulation difficulties (grip, using equipment) Tires quickly when writing Requires time to plan visually (story map, mind map) May need support with grammar /syntax structure Trouble keeping track of thoughts Needs time for proof reading Requires extra time when writing Benefits from assistive technology/other methods of recording (voice recorder /speech to text) Dysgraphia
- 27. Developmental Coordination Disorder(DCD) (impairment relating to planning and carrying out tasks) ާއިސ ް ކ ެރްޕ ް ޑިސ Remove barriers to participation and learning for pupils with a developmental coordination disorder(DCD) /dyspraxia (clumsy or awkward)
- 28. Dyspraxia • Dyspraxia isoften treated under two separate headings: Developmental Co-ordination Disorder (DVC) & Developmental Verbal Dyspraxia (DVD) or verbal dyspraxia • Different Kinds of Dyspraxia: affect different kinds of movement – Ideomotor dyspraxia: hard to complete single-step motor tasks such as combing hair and waving goodbye. – Ideational dyspraxia: difficult to perform a sequence of movements, like brushing teeth or making a bed. – Oromotor dyspraxia, (verbal apraxia or apraxia of speech): difficult to coordinate muscle movements needed to pronounce words (slurred and difficult to understand speech) – Constructional dyspraxia: Makes it harder to understand spatial relationships - have difficulty copying geometric drawings or using building blocks
- 29. ްއަތ ުރަތްއަވ ެގާއިސް ކ ެރްޕ ް ިސޑ ާއިސ ް ކ ެރްޕ ް ިސޑ ޯޓޮމ ޯއިޑިއައ ހ – ޭވ ެރ ު ކަމ ަހިރުފ ) ް ނ ު ޅަވ ަ ޔިފްއެ(އ ް ނ ުރ ަހަފްއެއ– ް ށަމ ު ޔިކ ާޓާޓ ، ް ނ ުޅެއ ާ ނުފ ިއަގުލ ޮބ ް ށ ަކަލ ާ ިސމ ޭވޫގނަދުއ ް ނ ަރ ު ކަމ ަހިރުފ ްއަތްއަތ ް ނ ަކ - ް ނ ަކ ް ނ ަކ ަދަފ ް ނުލާރޫހ ްތައ. ާއިސ ް ކ ެރްޕ ް ިސޑ ްލ ަ ނ ަ ޝޭއިޑިއައ ށ - – ްއަތްއަތ ް ނ ަކ ޭހެޖ ް ނ ަރ ު ކަމ ަހިރުފ ް ނ ު ކ ަ ީބތ ުރަތ ިކަވ ް ނ ުޅެިއތަމ ް ނަތ ، ް ނ ުޅުގުއ ްތަދ ް ށ ަކަލ ާ ިސމ ޭވޫގނަދުއ ް ނަރ ު ކަމ ަހިރުފ - ާއިސ ް ކ ެރްޕ ް ިސޑ ޯޓޮމޯރޯއ ނ - - ) ް ށަމ ު ޔިކ ްއަތ ް ސ ަ (ބ ް ށަމ ުދްއެފުއ ްއަތުޑައ ުތާފަތ ެވ ް ނ ެހެއ .ޭވިތަމިރ ު ކ ާލުނގަދުއ ިއަގުމ ުރ ު ކ ް ސ ެރަލިވ ްއަތ ްތާކަރ ަހ ެގ ު ކަތ ް ސަމ ާވ ް ނ ު ނޭބ ެ ނާދެވ ު ނ ަހޭދ ް ށ ަޅަނގ ަރ ް ށ ަ ނ ް ނ ު ީހމ ް ނ ެހެއ ަކ ަހާވ ާކްއަދ . ެ ނާދިކްއ ެދ ު ނ ަކ ަހާވ ް ށޮިކތީރ ާއިސ ް ކ ެރްޕ ް ިސޑ ްލ ަ ނ ަ ޝ ް ކަރ ް ޓ ް ސ ް ނޮކ ރ - – ާޗްއ ެކަތ )ާޗްއ ަކ ެ ނައ ިތ ަކެ(އ ަލ ަހ ަކ ިކެއ ް ކިރ ް ޓެމޯއިޖ ް ށ ަ ނ ް ނިދ ު ކ ަދަފިމ . ެ ނާދެވޫގނަދުއ ް ނ ަ ނ ް ނަިގއަގ ަ ނ ،ެވ ަހޭދ ް ނ ު ޅުގ ަ ނ ް ނޮއ " " ް ނެގ ް ށޮކ ް ނ ު ނޭބ ްއަތ ް ކޮލ ް ބ ގ ް ިނޑްލ ިބ ަތަވ ު ނ ެ ނާދެވޫގނަދުއ ް ނ ަރ ު ކުލ ަކ ަ ނ ،ްއެމ ު ހ ެރ ު ކ " " ެ ނާދެވޫގަނދުއ ް ނަލާވާރ ީނޫނ ،ިއަދ ަހ ްއެޗްއެއ
- 30. Are there studentswith DCD in your class? • Some may be perfectly capable of dealing with tasks when sitting at a table and not under time constraints • Some may have untidy and slow handwriting to difficulties in forming letters • Some may show a lack of motor competence although they are quite competent in other areas, • Some may find it hard to plan how to carry out tasks in advance. When tasks go wrong for these ‘poor planners’ try to correct the early parts of their movements while in the process of completing a task (leads to confusion and forget what to do next) • Some do not have the same level of control in fine and gross motor tasks (good ‘fine’ but their ‘gross’ are awkward) All these lead to: frustration and a feeling of failure - this frustration can lead to behavioural difficulties
- 31. What skills areaffected by dyspraxia? • Communication: may struggle with speech -trouble pronouncing words or expressing their ideas, adjusting the pitch and volume of their voice • Emotional/behavioral skills: may behave immaturely- may easily become overwhelmed in group settings, create problems with making friends, can become anxious about socializing with others, especially as they get older. • Academics: often have difficulty writing quickly, creating a number of classroom challenges, such as trouble taking notes and finishing tests (those with speech difficulties may have difficulty with reading and spelling) • Overall life skills: make it hard to master everyday tasks needed for independence (young kids may need help buttoning a shirt or brushing their teeth, teens, could have trouble learning to drive or fry an egg)
- 33. Approaches to removingbarriers for pupils with DCD Gathering evidence: Start by gathering evidence about the nature of difficulties and barriers that the learning environment might pose . To remove barriers: • Practising little and often: 15–20 minutes practice every day of a task that presents particular barriers • Making practice varied: If main area of difficulty is in manipulation skills, play and exploration with buttons, laces, beads to thread, press studs, zips or Velcro, or pegs to move • Making activities meaningful and enjoyable: When practising a particular skill it is more likely to be successful if it is enjoyable, meaningful and related to everyday activities • Giving specific praise: “Well done Ali, your writing is much better now that you are sitting correctly”, rather than just “Well done!” • Using expert ‘scaffolding’: − the ‘supporter’ guiding the pupil, for example by their arm, breaking the task down into smaller parts and then building it back up, simplifying the whole task and then building up the complexity, and adapting rules & gradually adding complexity • Knowing and doing: impairment can be in ‘knowing’ what needs to be done rather than in actually doing it (can benefit from practice on tasks which allow them to make decisions) • Analysing and adapting tasks: When a pupil cannot perform a particular task, two approaches can help: modify the task so that the pupil can take part, break the task down Nearly all tasks can be analysed or adapted. As an example: the STEP process for modifying activities in PE lessons to include pupils with DCD
- 34. The STEP process waysto modify a wide range of physical activities (easier or harder) Stands for How can I change…? S Space ް ނަތ Where the activity is happening (How can we change the size/ height/location length /distance?) T Task ްތ ަކްއ ަ ސަމ What is happening? (How can we change the way we take part/complexity/role/rules/speed/progressions? ) E Equipment ު ނާމ ާ ސޭޅުގ ް ނެގ What is being used? (Change of equipment can change the activity in a variety of ways: lighter balls travel more slowly in the air and give more reaction time larger balls are easier to see and catch softer/slightly deflated balls are easier to catch noise gives audio as well as visual stimulus different coloured balls are easier to distinguish P People ؟ ު ކެއާކ ަ ޔ ަ ބ ް ނޮކ Who is involved? (How can we change the groupings/interaction/way the pupils play together?)
- 35. TREE Method -fouraspects of sport activities that can be modified • Teaching /coaching style: how coach delivers the activity, how they organise, lead & communicate • Rules & regulations: changes to the rules that govern games and activities (can remove / simplify rules then as skill increase reintroduce) • Environment: making changes to the space, for the whole group or individuals within the group • Equipment: changing the thing used to play the game or complete the activity. ref: https://inclusivesportdesign.com/tutorials/how-to-adapt-and-modify-your-sport-activities-to-include-all/
- 36. Activities that createbarriers: those demanding coordination and motor competence
- 37.
- 38. Dyscalculia • ‘a conditionthat affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.’ (DfES 2001, p2) • Dyscalculia as a specific learning disorder, an impediment in mathematics, evidencing problems with: Number sense, Memorisation of arithmetic facts, Accurate and fluent calculation, Accurate math reasoning (DSM -5, APA, 2013) • What all definitions have in common is: – a presence of difficulties in mathematics – difficulties are not caused by lack of educational opportunities – the degree of difficulty to be below expectations for the age
- 39. Students with dyscalculiamay: • Have difficulty recognizing numbers • Be delayed in learning to count • Struggle to connect numerical symbols (5) with their corresponding words (five) • Have difficulty recognizing patterns and placing things in order • Lose track when counting • Need to use visual aids — like fingers — to help count • Have significant difficulty learning basic math functions like addition and subtraction, times tables and more • Be unable to grasp the concepts behind word problems and other non- numerical math calculations • Have difficulty estimating how long it will take to complete a task • Struggle with math homework assignments and tests • Have difficulty keeping at grade-level in math • Struggle to process visual-spatial ideas like graphs and charts
- 40. Symptoms established byresearch (aboutdyscalculia.org) • Delay in counting. Five to seven year-old dyscalculic children show less understanding of basic counting principles than their peers (e.g. that it doesn't matter which order objects are counted in). • Delay in using counting strategies for addition. Dyscalculic children tend to keep using inefficient strategies for calculating addition facts much longer than their peers • Difficulties in memorizing arithmetic facts. Dyscalculic children have great difficulty in memorizing simple addition, subtraction and multiplication facts (eg. 5 + 4 = 9), and this difficulty persists up to at least the age of thirteen • Lack of “number sense”. Dyscalculic children may have a fundamental difficulty in understanding quantity. They are slower at even very simple quantity tasks such as comparing two numbers (which is bigger, 7 or 9?), and saying how many there are for groups of 1-3 objects. • Less automatic processing of written numbers. In most of us, reading the symbol "7" immediately causes our sense of quantity to be accessed. In dyscalculic individuals this access appears to be slower and more effortful Thus dyscalculic children may have difficulty in linking written or spoken numbers to the idea of quantity.
- 41. Strategies to supportpupils Dyscalculia Problem areas Numbers and number systems Calculations Handling data Solving problems Measures, Shape and space Problems Solutions Problems Problems Problems Problems Solutions Solutions Solutions Solutions Complete !!
Editor's Notes
- #2 Activity- Print slides 2-5 and give it to groups of 4-6 students as background reading. In groups they can make a poster to raise awareness on Dysgraphia. Then discuss the sheet on handwriting – observing and assessing student with handwriting problems (PPPP & S rule) so that interventions can be developed.
- #22 Show them the aids to correct grip
- #23 Categorise!
- #27 Print slides 7-10 and give to students groups of 4-6. Orally discuss what Dyspraxia (DCD) is about. Summarise the symptoms/signs. 2 Read case study –Amy (handout). And identify her issues and possible solutions Summarise the approaches (slide 12) and STEP process (slide 13)