Dysgraphia Assessment

If all tests are taken, I will substitute the grade on the Final Exam for the lowest of the three test grades in computing the grade for the course (assuming this improves the grade for the course). The Final Exam must be taken. Remember that the Final Exam is cumulative (covers all material in the course).

A student 's final mark is normally the sum of the marks obtained in all of the

Achievement test- for example in a sat test, they will test you on what you’ve learned in the past years in high school, they will in what subject you are better or not better in.

Sally Shaywitz a researcher of the way the dyslexic brain works has been able to find out a lot about both the male and female brain and how they function when reading both for people with dyslexia and people without dyslexia. Through studying MRIs of people’s brains as they read nonsense words Shaywitz was able to discover what parts of the brains were used when reading for both dyslexic and non dyslexic readers. One of her first discoveries was that male and female brains don’t function in the same way. In other words different parts of the brain are used for males and females to do the same task because of this Shaywitz’ study had be cut down to look at how the brains of one gender worked as a non dyslexic reader and as a dyslexic reader.

Dystonia is a disorder that affects more than 300,000 people in the United States. It’s a complex disorder that involves varied neurological movement and involuntary muscle contractions. Unfortunately, dystonia isn’t just subjected to people of a certain age or race which means it can affect just about anyone. The good news is that it isn’t as life threatening as many other disorders, but it can seriously impact someone’s life by making it hard to partake in simple daily functions. This disorder causes people to be embarrassed, which is what really can affect those that are affected.

They also cannot seem to speak effortlessly. It takes them so long to get thoughts out that when telling a story they sometimes forget where they were going with it. They know what they want to say and they know the words they want to use but it takes them so much effort to string them together. (Boston children's hospital, 2005). This causes a dyslexic so much frustration and also embarrassment (Boston children's hospital, 2005). There are different tests that can be done to test for dyslexia. One test that is done is giving a person many words that sounds like real words but are spelled incorrectly. It is hard for dyslexics to pick these words out (Van den Honert, n.d.). Also, tactile localization is another test used and it tests the corpus callosum. The patient is instructed to close their eyes while someone touches their finger and the patient must identify where they were touched and if they make more than two errors this is a sign of dyslexia (Van den Honert, n.d.). When a person is diagnosed with dyslexia they must be aware of the challenges they are going to face. They must be educated about their condition and how it will never go away they just have to try their hardest to overcome it. As a child it creates frustration and embarrassment while in class, or even talking with friends. Unfortunately there is no treatment but, there are strategies and actions taken to help people deal with their dyslexia.

There are multiple standardized tests that are available to specialist teachers. These tests work in a combined effort to identify dyslexia through an assessment of both motor and linguistic skills. An example of a standardized test is the Dyslexia Portfolio (Turner, 2008). Individuals who take this test have previously been screened and exhibit signs of dyslexia. This assessment procedure encompasses eight short tests and assesses reading, spelling, phonology and digit span.

In her 2014 article, Erica Patino writes that “School-age children may have illegible handwriting that can be a mix of cursive and print. They may have trouble writing on a line and may print letters that are uneven in size and height.” These are just a few of the things educators and parents can look for in a child with writing difficulties. Other symptoms to look out for include avoiding writing activities, exhibiting an odd wrist, body, or paper position while writing, omitting letters or words, poor spatial planning on paper, and complaining that their hand is sore while writing or that it is difficult to write and think at the same time (LDA, 2001). If a student exhibits any of these symptoms in the classroom, it may an indication that they are experiencing a writing difficulty and require accommodations. However, it is important to note that dysgraphia, like many learning difficulties, has a wide range of symptoms and appears differently in every

I was diagnosed with ADD and Dysgraphia in the 3rd grade and have struggled with it ever since. Particularly, because my afflictions are invisible to others, it was difficult to be treated seriously when I discussed them; my friends and teachers did not understand why I could not complete tests in the same time as others. For a very long time, I considered myself inadequate despite my academic competence. Even if I knew all the answers on the test, my slower mental processing speed ensured that I would not be able to finish within the allotted time. Despite this, I never shied away from embracing my unique mental makeup; to the contrary, I understood that if I wanted to succeed academically, I would have to accept my condition, even if I disliked

Knowing the individual my whole life, this interview was actually extremely eye opening for me. I did not know until I was in high school that Tom had dyslexia at all nor did I understand the extent of the challenges it caused for him. Further, it was shocking to learn second hand how much the education system has changed since Tom went to school. The fact that he did not receive any assistance or accommodations in the classroom is saddening. Still though, it is awe inspiring because he did not let dyslexia define who he is but rather found ways to learn despite the challenges.

understand jokes or get them the first time around. It is upsetting when your the only one not laughing when everyone else is. Some methods I have learned to cope with these issues could be having a tutor or help from a extra teacher in the classroom work with you on assignments. It helps to talk slowly and use simple sentences when having this disability. Dyslexia is also a language and reading disability. “ The severity of this specific learning disability can differ in each individual but can affect reading fluency, decoding,reading comprehension, recall, writing, spelling, and sometimes speech can exist along with other related disorders. Dyslexia sometimes referred to as a language based learning disability.”(1) You can tell when someone

The End of Grade Test (Appendix E, p.21) was administered to all third grade students in Wake County are required to take at the end of each year. This is a multiple choice test that is given at the end of each school year. This assessment is given in a secure setting over three days. The first

“Adversity does not build character, it reveals it.” (James Lane Allen) Every person goes through adversity in some point of their lives. It how come back from it. It can either destroy you or it can make you stronger. I grew up with a learning disability of dyspraxia and I took as an obstacle I need to overcome through grit and determine.

In comparison to Individual Testing, Group Intelligence and Scholastic Aptitude tests are used more frequently within school settings as administration requires little training on the examiners part since directions are outlined clearly in their respective manuals. Such tests are cost efficient, requires simpler materials, evaluate students’ performance and include; Cognitive Abilities test (CogAT), Kahlmann-Anderson Test, Test of Cognitive Skills (TCS/2) and The Otis-Lennon School Ability Test, 8th edition (OLSAT8). The CogAT has a multilevel edition applicable for use with grades 3 through 12 and is comprised of three batteries for evaluating children’s verbal, quantitative and nonverbal abilities. The nonverbal category calls for geometric figures from tasks requiring classification, analogies or figure synthesis (Hood & Johnson, 2006). The Kuhlmann-Anderson Test on the contrary is consisted of seven different levels for kindergarten through grade 12 each having eight tests. It is considered one of the most popular group intelligence test for usage in schools is less relied upon language and produces verbal, nonverbal and total scores. The scores are then presented as confidence intervals and cognitive skills quotient.

Interventions for Dysgraphia not only assess handwriting, but also considers other health conditions such as psychological, physical, and neurologic that may potentially have an impact on performance (Solomon, 2011). Intervention will be determined by the level of the condition and the demands of the child.