apa itu dysgraphia

5/22/2018 Apa Itu Dysgraphia

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DYSGRAPHIA


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Dysgraphia is a learning disability affecting

writing skills. It may manifest in difficulties

with spelling, poor handwriting and trouble

putting thoughts on paper.


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Writing requires a complex set of motor and

information processing skills. To say a student

has dysgraphia is not sufficient. A student

with these disorders will benefit from specific

accommodations in the learning environment,

as well as additional practice learning the skills

required to be an accomplished writer.


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Warning Signs

If a person has trouble in any of the following areas,additional help may be beneficial:

Grips pencil tightly, positions body awkwardly

Writes illegibly

Avoids writing or drawing tasks

Tires quickly while writing

Says words out loud while writing

Omits words, leaves out words in sentences

Has difficulty organizing thoughts on paper

Demonstrates large gap between thoughts andunderstanding expressed orally and written ideas


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Generally, strategies fall into two

categories. First, providing alternatives to

written expression. Or , second,remediating:

providing instruction and practice for

improving handwriting and writing skills.


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Both types of strategy should be considered

when planning instruction and support. In

addition to specialists, dont hesitate to

involve family or friends.

To find the most beneficial type of support,

you will engage in a process, trying different

ideas and openly exchanging thoughts aboutwhat works best in each situation.


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Following are some examples of how to teach individuals withdysgraphia.

Early Writers

Use paper with raised lines for a sensory guide to assist stayingwithin lines.

Try different pens and pencils to find one that is most comfortable. Practice writing letters and numbers in the air with big arm

movements to improve motor memory of these important shapes.

Also practice letters and numbers with smaller hand or fingermotions.

Encourage proper grip, posture and paper positioning forwriting. Reinforce this early (its hard to unlearn habits)!


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Use multi-sensory techniques for learning letters,shapes and numbers. For example, speak through amotor sequence (b is big stick down, circle away frommy body).

Introduce computers for word processing early. Butdont eliminate handwriting while typing canalleviate the frustration of forming letters, handwritingis part of a persons ability to function in the world.

Be patient and positive; encourage practice and praiseeffort becoming a good writer takes time andpractice.


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Young Students

Allow use of print or cursive, whichever is morecomfortable.

Use large graph paper for math calculation to keep columnsand rows organized.

Allow extra time for writing assignments. Begin writing assignments creatively, with drawing,

outlining or speaking ideas into a tape recorder.

Alternate focus of writing assignments: put the emphasison some for neatness and spelling, others for grammar or

organization. Explicitly teach different types of writing expository,

personal essays, short stories, poems, etc.

Dont judge timed assignments on neatness and spelling.


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Have students proofread work after a delay; its easier to seemistakes after a break.

Help students create a checklist for editing work: spelling, neatness,grammar, syntax, clear progression of ideas, etc.

Encourage use of a spell checker (speaking spell checkers are

available). Reduce amount of copying instead focus on writing original

answers and ideas.

Have student complete tasks in small steps, instead of all at once.

Find alternative means of assessing knowledge such as oral

reports or visual projects. Encourage practice through low-stress opportunities for writing,

such as letters, a diary, household lists, tracking of sports teams.


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Teenagers and Adults

Provide tape recorders to supplement note taking and toprepare for writing assignments.

Create a step-by-step plan that breaks writing assignments

into small tasks (see below). When organizing writing projects, create a list of key words

that will be useful.

Provide clear, constructive feedback on the quality of thework; explain both the strengths and weaknesses of the

project. Comment on the structure as well as theinformation that is included.

If the mechanical aspects of writing remain a major hurdle,use assistive technology, such as voice-activated software.


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Note: many of these tips can be used by all age

groups. Its never too early or too late to

reinforce the skills needed to be a good writer.

Although teachers and employers are required bylaw to make reasonable accommodations for

individuals with learning disabilities, they may

not be aware of how to help. Speak to themabout dysgraphia. Explain the challenges you

face as a result of this difficulty.


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How to Approach Writing

Assignments

Plan your paper. Pull together your ideas andconsider how you want them in your writing.

Organize your thoughts and ideas.

Create an outline or graphic organizer to be sureyouve included all your ideas.

Make a list of key thoughts and words you willwant to use in your paper.

Write a draft. Focus this first draft on gettingyour words on paper only dont worry aboutspelling or grammar. (Using a computer makeslater editing easy.)


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Edit your work for spelling, grammar and

syntax; use a spell checker if necessary.

Revise your work for producing the final draft.

Rewrite your work into the final draft.

Be sure to read it one last time.


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Writing: Teach Strategies and Self

Monitoring Directly

The stages for strategy acquisition are

Develop/assess backgroundknowledge relating to the writing content

Discuss the strategy to be used (see below)

Model it

Memorize it

Practice it with guidance

Perform it independently
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Include these steps in every strategy session.

The one Universal Strategy is called P O W

P(pick an idea) O(organize notes)

W(write and say more).


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Here are some specific strategies for three types ofwriting (make charts):

Story and Narrative Writingthink W WW, What2, How 2

W..Who is the main character? W..Where does the story take place?

W..When does the story take place?

WhatWhat does the main character do /want to do?

WhatWhat happens next? How.How does the story end?

How.How do the characters feel?


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Persuasive Writing think TREE

T..Topic sentence: Tell what you believe!

R..Reasons (3+): Why do I believe it; willmy readers, too?

E..Explain reasons: Say more about each

reason.

E..Ending: Wrap it up right!


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Informative Writing thinkPLANthen

WRITE

PPay attention to the writing prompt.

LList main ideas to develop the essay.

AAdd supporting ideas (details,

examples, etc).

NNumber major points in the order you

will use them.


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then

WWork from your plan to develop thesis

statement.

R.Remember your goals.

I..Include transition words for each

paragraph.

T.Try to use different kinds of sentences.

E.Exciting, interesting, $1,000 words.

apa itu dysgraphia

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