Head Start: Handwriting Without Tears

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

Writing can be a daunting task for students in any grade. Teachers have to implement new basic components for those struggling to write. Finding new methods and being able to execute them requires teachers to design lesson plans that help

This study validated the use of co-teaching handwriting with the teacher and therapist embedded in the classroom to provide handwriting intervention. The students in the Write Start program with the therapist embedded in the classroom demonstrated improvement in legibility, handwriting and speed. The increased legibility of written work through development of writing could possibly provide success when demands for writing increase; increasing academic participation and

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

School-age children with fetal alcohol spectrum disorders (FASD) have complex clinical profiles and often struggle to socially communicate in effective and successful ways (Coggins, Olswang, Carmichael Olson, & Timler, 2003). It has been estimated that elementary school–age students may spend up to one-quarter to one-half of their school day engaged in paper-and-pencil tasks, which include handwriting (McHale & Cermak, 1992). Difficulties with handwriting can affect many aspects of a child’s participation in class. For example, poor handwriting can increase frustration with and avoidance of classroom tasks, thereby negatively influencing behavior (Kern & Bambara, 2002).

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

In the classroom, Aaron has availability to alphabet books, alphabet letters, crayons and pencils for writing, writing journal, and a desk for writing. With these learning materials Aaron is able to practice reading and writing skills on a daily basis. During writing, students are encouraged to write words to the best of their ability, and drawings are accepted as a form of communicating thoughts and ideas. When writing it is important to allow students to use resources around the room to help guide their writing. Aaron is able to locate a letter and then a word on the word wall. In addition, each day there are new sight word being introduced and anchor charts are being develop to help assist students in their writing. Sometimes during reading, students are able to see the words over the document camera as the book is being read aloud. Daily practice of reading letters and writing is essential in the learning process in kindergarten, each week students are given homework folders to take home for the week to practice saying the alphabet, reading sight words, and writing phrases. A daily schedule is composed of many literacy lessons throughout the day to help develop language, the foundation of

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

When I was younger, a few kids in my elementary school had mental dissabilities that kept them from writing. They would have to use a computer to type, where the other kids whom did not struggle with such dissabilities had to handwrite everything. If some kids whom have dissabilities cannot even handwrite their school work, what makes anyone think that they can write in cursive?

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.