Sharing Good Practice
• This is a BIGGY! Modeling and
providing examples of finished
assignments. Emphasize quality,
not quantity.
• Providing lessons with visuals
(pictures/videos/authentic cultural
samples/field trips).
• Allowing students to circle or type
their test answers.
• Using
multisensory
lesson
sequencing and spelling terms.
• Permitting students to complete
work at home or over an extended
period.
• Extra note taking time or a recording
device (a cellular telephone or iPad).
• Beginning assignments early.
• Using GoogleDocs, Learning Ally
and/or Dragon Speech Recognition
software.
• Assessing students based upon
their knowledge.
• Spelling and handwriting should not
be graded in red ink. Typed, correct
answers may be given to student.
• Give
lesson-aligned
support
materials to lessen transcription.
Remember, the goal is learning and
understanding, not writing.
• Providing guided Rubric Reading
and Readiness (Teach the student
how to use a rubric or have them
create their own.)
• In
student
centers,
create
collaborative “Excellence Teams”
based upon varied strengths.
Assign a scribe, reader, proofreader/
editor, Cheerleader, artist/designer,
etc. By working in teams, students
with dysgraphia shall be able to
contribute to the finished project
using their strengths. When in
groups of two, have students coproof one another’s work before
submission. If one student is a great
speller, she/he may take the time
to correct spelling errors. Good
attitudinal student teams are key!
• Educate
students
about
dysgraphia and talk about differing
epistemologies (learning styles) and
not inabilities.
• Use lined, raised or graph paper for
mathematical computations.
• Larger pencils may help alleviate
some fine motor difficulties. Please
do not ask students to write answers
within small spaces.
• Eliminate scribing stress. Remember,
the writing process should not
thwart the learning goal.
YOUR GATEWAY TO SUCCESS
PROVIDING HIGH QUALITY LEARNING AND
TEACHING MATERIAL FOR ELT & K12
DISTRIBUTING IN THE
REGION, FOR THE REGION
PARTNERED WITH
W W W . SM A R T EDUCAT ION.AE
IN FO@SM A R TEDU CAT ION. AE