This link has been bookmarked by 20 people . It was first bookmarked on 24 Aug 2006, by someone privately.
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17 Oct 16
jnshoopLearn the signs and symptoms of dysgraphia, see a menu of accommodations and modifications, and view remediation recommendations to help the student improve their writing and overcome their dysgraphia.
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- Break writing into stages and teach students to do the same. Teach the stages of the writing process (brainstorming, drafting, editing, and proofreading, etc.). Consider grading these stages even on some 'one-sitting' written exercises, so that points are awarded on a short essay for brainstorming and a rough draft, as well as the final product. If writing is laborious, allow the student to make some editing marks rather than recopying the whole thing. On a computer, a student can make a rough draft, copy it, and then revise the copy, so that both the rough draft and final product can be evaluated without extra typing.
- Do not count spelling on rough drafts or one-sitting assignments.
- Encourage the student to use a spellchecker and to have someone else proofread his work, too. Speaking spellcheckers are recommended, especially if the student may not be able to recognize the correct word (headphones are usually included).
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15 Jan 13
boothe familyBy: Susan Jones (1999)
Many students struggle to produce neat, expressive written work, whether or not they have accompanying physical or cognitive difficulties. They may learn much less from an assignment because they must focus on writing mechanics instead of content. After spending more time on an assignment than their peers, these students understand the material less. Not surprisingly, belief in their ability to learn suffers. When the writing task is the primary barrier to learning or demonstrating knowledge, then accommodations, modifications, and remediation for these problems may be in order. -
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J MHelp for students with disabilities and those without disabilities who struggle with writing. The page lists many accommodations (different ways of learning the same content) and modifications (changing the content to fit the need).
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