Accommodations and Modifications for Students with
Handwriting Problems and/or Dysgraphia

page 2

What to do about Dysgraphia:

Accommodate -- reduce the impact that writing has on learning or expressing knowledge -- without substantially changing the process or the product.

Modify -- change the assignments or expectations to meet the student's individual needs for learning.

Remediate - provide instruction and opportunity for improving handwriting

Accomodations for Dysgraphia:

When considering accommodating or modifying expectations to deal with dysgraphia, consider changes in:

1. the rate of producing written work,
2. the volume of the work to be produced,
3. the complexity of the writing task, and
4. the tools used to produce the written product, and
5. the format of the product.

1. Change the demands of writing rate:

• Allow more time for written tasks including note-taking, copying, and tests
• Allow students to begin projects or assignments early
• Include time in the student's schedule for being a 'library assistant' or 'office assistant' that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the material being learned.
• Encourage learning keyboarding skills to increase the speed and legibility of written work.
• Have the student prepare assignment papers in advance with required headings (Name, Date, etc.), possibly using the template described below under "changes in complexity."

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2. Adjust the volume:

• Instead of having the student write a complete set of notes, provide a partially completed outline so the student can fill in the details under major headings (or provide the details and have the student provide the headings).
• Allow the student to dictate some assignments or tests (or parts of tests) a 'scribe'. Train the 'scribe' to write what the student says verbatim ("I'm going to be your secretary") and then allow the student to make changes, without assistance from the scribe.
• Remove 'neatness' or 'spelling' (or both) as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process.
• Allow abbreviations in some writing (such as b/c for because). Have the student develop a repertoire of abbreviations in a notebook. These will come in handy in future note-taking situations.
• Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the student copy the problems.

3. Change the Complexity:

• Have a 'writing binder' option. This 3-ring binder could include:
  • a model of cursive or print letters on the inside cover (this is easier to refer to than one on the wall or blackboard). I
  • A laminated template of the required format for written work. Make a cut-out where the name, date, and assignment would go and model it next to the cutout. Three-hole punch it and put it into the binder on top of the student's writing paper. Then the student can set up his paper and copy the heading information in the holes, then flip the template out of the way to finish the assignment. He can do this with worksheets, too.

• 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).

4. Change the tools:

• Allow the student to use cursive or manuscript, whichever is most legible
• Consider teaching cursive earlier than would be expected, as some students find cursive easier to manage, and this will allow the student more time to learn it.
• Encourage primary students to use paper with the raised lines to keep writing on the line.
• Allow older students to use the line width of their choice. Keep in mind that some students use small writing to disguise its messiness or spelling, though.
• Allow students to use paper or writing instruments of different colors.
• Allow student to use graph paper for math, or to turn lined paper sideways, to help with lining up columns of numbers.
• Allow the student to use the writing instrument that is most comfortable. Many students have difficulty writing with ballpoint pens, preferring pencils or pens which have more friction in contact with the paper. Mechanical pencils are very popular. Let the student find a 'favorite pen' or pencil (and then get more than one like that).
• Have some fun grips available for everybody, no matter what the grade. Sometimes high school kids will enjoy the novelty of pencil grips or even big "primary pencils."
• Word Processing should be an option for many reasons. Bear in mind that for many of these students, learning to use a word processor will be difficult for the same reasons that handwriting is difficult. There are some keyboarding instructional programs which address the needs of learning disabled students. Features may include teaching the keys alphabetically (instead of the "home row" sequence), or sensors to change the 'feel' of the D and K keys so that the student can find the right position kinesthetically.
• Consider whether use of speech recognition software will be helpful. As with word processing, the same issues which make writing difficult can make learning to use speech recognition software difficult, especially if the student has reading or speech challenges. However, if the student and teacher are willing to invest time and effort in 'training' the software to the student's voice and learning to use it, the student can be freed from the motor processes of writing or keyboarding.

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