Dysgraphia+and+Web-Based+Tools

Dysgraphia and Web-Based Tools

Dysgraphia is a learning disability in the area of writing. Dysgraphia makes the overall process of writing very difficult. Students with this disability often have trouble with spelling, handwriting, and getting their thoughts written. Dysgraphia is a life-long disability, but with necessary therapy, as well as appropriate accommodations and/or modifications, students with Dysgraphia can learn to manage and cope with their disability.

One strategy to help students with Dysgraphia or writing difficulties is to allow them to use speech-to-text software when working on a writing assignment. This form of software has proven to increase a student’s writing ability and confidence in the writing process. A free speech-to-text software available is Dragon Dictation 2.0. This web-based tool can be loaded on an iPhone, iPad, or iPod touch. Using this tool, students can orally record their thoughts and post their response to Facebook, Twitter, email, or text.

A second strategy that increases a student’s ability and confidence in writing is using Podcasting as an alternative to written assignments. Using the free software, Audacity, students can create a podcast versus a traditional written assignment (i.e. essays or a final project for a unit). Podcasting allows student’s with Dysgraphia to express their creativity which may have been stifled by a written assignment due to their difficulty with getting all of their thoughts recorded using paper and pencil.

Using these free forms of Web-based tools will help the student with Dysgraphia or writing difficulties increase his or her overall confidence in the writing process.

Articles Cited: [|Dragon Dictation] [|Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms] [|LD.org: What is Dysgraphia?] [|Podcasting in the Classroom: Involving Students in Creating Podcasted Lessons]

All teachers have worked with a student that suffers from Dysgraphia. Frequently teachers do not realize this until after a child has not completed numerous writing assignments or missed countless homework assignments. The National Center for Learning Disabilities defines Dysgraphia as “a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper.” A student that suffers from Dysgraphia will have great difficulty in any written expression assignment using Web 2.0. This list includes but is not limited to blogs, wikis, Glogster, email, Google Docs

In addition to using the very valuable Speech to Text software programs previously mentioned, a student with Dysgraphia that has access to a graphic organizer software is very beneficial. These graphic organizers provide a visual display that helps the student build relationships between facts, their ideas, and concepts. They can also serve as a guide to fill in missing information prior to entering into a blog or Wiki. When a student attempts to enter into an ongoing blog or Wiki, his thoughts need to be organized and on topic. Through the use of these graphic organizers, the student will be able to make valuable contributions to ongoing online dialog.

For a student to be able to access these graphic organizers at home a couple of different options exist. The student’s family could purchase Inspiration or Kidspiration software. However, many school systems already have the site licenses and make this software available to students. Another possibility is the availability of free programs on line. One example, Cacoo is a free software program that the students can access from anywhere as long as they have an account.

Reference articles: [|LD online] [|Inspiration Software] [|Cacoo]

tm


 * Dysgraphia and Blogging**
 * The American Psychiatric Institute defines dysgraphia as deficient writing skills substantially below the level appropriate for the person's age, intelligence and education. The inability to write interferes with education or living skills that depend on writing. Dysgraphia can occur in early childhood or at any age following trauma or stroke. **
 * Dysgraphia is to writing what dyslexia is to reading. Both of these disabilities occur among students, but only one, dyslexia, is commonly recognized and diagnosed. Students with dysgraphia may struggle with in-class writing prompts, particularly if students are expected to write with pencil and paper. As with all learning disabilities, dysgraphia is a lifelong challenge. Students have difficulties keeping up with any type of writing assignment. They have a very difficult time forming or producing legible letters and numbers. Additional symptoms include fatigue when writing, stress, and difficulty with grammar and organizing sentences. **
 * When a teacher uses a classroom blog for students to respond to writing prompts, the students with dysgraphia can participate, particularly if he or she uses speech-to-text or word prediction software to assist in drafting their writing. The teacher may ask the students to keep a journal. Blogs can also serve as a medium for recording thoughts on a particular topic. Older students can create their own personal blogs as a way of expressing thoughts and feelings, therefore, encouraging writing. Blog writing can potentially help students, with dysgraphia, become stronger writers. **


 * Many children with learning disabilities may struggle with social interactions and appropriate behavior. They may not know how to modulate their behavior, read social cues or how to judge if a comment is inappropriate. To ensure that students’ blogs don’t become places for inappropriate comments and bullying, teachers should use educational blogs software to create individual student blogs. It allows teachers to take complete control over the content. **

Reference Articles: [] [|__Dysgraphia Definition | eHow.com__] [] MY

Dysgraphia is a neurological disorder that causes problems with handwriting. Usually the handwriting is distorted in some way, different sized letters, space within the letters is abnormal or misspelled words to name a few. Teachers see students that deal with dysgraphia on a daily basis. It can be frustrating for a student with dysgraphia to even write a sentence. Writing becomes a daunting task and students with dysgraphia give up writing easily. With numerous web 2.0 tools, students with dysgraphia have a better chance of being successful in class and participate in online discussions or assignments since they don’t have to struggle with handwriting. One way that web 2.0 tools help students with dysgraphia is through social networking. One example is edmodo. Edmodo is an educational social networking site. For students with dysgraphia, edmodo makes it easy for a student with dysgraphia to be included in the discussion, decisions, and functions of that class. A student could join that classes edmodo and be able to write their thoughts, assignments, discussions, without having to worry about their handwriting or getting frustrated with their writing or spelling skills. Through edmodo.com, students are able to upload assignments to the teacher, participate in online quizes and general classroom discussions, and blog. Edmodo allows students the social interaction of a social network like facebook, but Edmodo is safer and allows the teacher to only allow students in the class to join the group and participate in the group. A student with dysgraphia using a site like edmodo.com wouldn’t feel uncomfortable because of their disability, they would feel like everyone else in class.

http://www.ldonline.org/article/27426/ [] []

DT

This article effectively defines dysgraphia and ways that students who struggle with writing disabilities can be assisted. In addition to students who struggle with writing due to a diagnosed disability, a large portion of students in the United States are not proficient writers. This puts these students at the similar risk as many students with an inherent writing disability. According to a survey conducted in 1998, by the National Center for Educational Statistics and the National Center for Educational Progress, “four out of five students are not proficient writers, and 20% of college students can’t even meet the basic standards.” ([]). Students may have become such inefficient writers because they: struggle with reading either due to a reading disability or due to a lack of time spent reading outside of school which has resulted in them not practicing their reading skills sufficiently to become fluent readers and, in turn, fluent writers.

In the 21st Century it is beneficial for educators to take advantage of the technological tools that will encourage and assist students of all ages and abilities to become better readers and writers, since traditional methods are not proving to be successful. Here are some assistive tools that should incentivize and assist all students in working on their reading and writing skills by tapping into their affinity for technology:


 * Reading: **
 * Teacher created podcasts of materials that students can listen to that incorporate sound effects and music to make for a more entertaining experience. Students who are able to read along should do so, while students with diagnosed reading disabilities or those who auditory learners.
 * Use of online audio books through websites such as Librivox ([]) or many of the public library systems.
 * Teaching students how to record themselves reading aloud using any number of available online resources. See below for a list.
 * Once students have become comfortable recording themselves reading aloud – provide them with the opportunity to create podcasts of readings for classroom use.


 * Writing: **
 * Use voice-to-text apps for struggling writers so they can express their thoughts orally and then view the text of what they have spoken. They can then hear what they have written by using text-to-speech software to catch grammatical errors they might miss when reading their typed text.
 * Edit students' writing using audio notes that allow for the incorporation of links to sites to provide explanations and support in understanding common grammatical and syntactical errors. A good application for this is Kaizena ([]).
 * Make sure students have bookmarked an age-appropriate online dictionary when they are unsure of spelling and discourage them from relying on spellcheck tools. See below for a list.
 * Provide students with motivational, engaging, and worthwhile reading and writing assignments and practices that meet the requirements of Common Core Standards.
 * Have students publish their writing in a teacher-created blog and/or have students create podcasts of themselves reading their published pieces.

** References: **

 * Articles: **

[]

[]


 * Voice Recording Apps: **

[]

[]


 * Online Children’s Dictionaries: **

[]

[]


 * Motivating Students to Read and Write: **

[]

[]

[]

AR Summer 2016