A woman once contacted me asking for help recommending schools in her area that would be a good fit for her 9-year-old grandson who had been diagnosed with severe dysgraphia. I was inspired to pass on here exactly what I advised to help the many more (grandparents) parents who want the best for their severely affected children. I hope you draw and put the value of this into action, and spread the word to those in need!
As soon as someone has been diagnosed the following happens: the word diagnosis it stimulates the thought that the diagnosed person is sick or has something wrong with them and that is the way it should stay forever and everyone else should fix it, but no with it’s. Then the diagnostic content [in this case severe dysgraphia] provides another psychological label. The danger of labels is that they impregnate the identity of the diagnosed person and provide a useful excuse [to the diagnosed person AND all persons around the diagnosed person] for no longer questioning the condition and therefore not taking action. Once we are labeled x, we have an instant explanation for many things and can go on living smugly.
Don’t let this happen; dysgraphia is also one of those “conditions” that can be improved. That is how:
1. Do not mention the labels in front of the child, this will prevent him from taking his identity and weakening him for the rest of his life. Don’t let labels block your drive to take action to eradicate the condition.
two. People who have difficulty writing often believe that something is wrong with their brain or with the motor function of their arms or hands. This is a BELIEF that can be eradicated. Acting instead of hiding behind diagnostic labels will eventually prove the belief to be invalid or ridiculous.
3. Train the person to use the visual skills they already have. People with literacy-related learning difficulties are always immensely visual!
EXERCISE 1: Ask the person to imagine their fridge at home, what color is the door, which way does it open, open it, look inside the fridge and tell you 3 things they can see. He/she will tell you not only that, but also where the 3 things are in the fridge. And with incredible passion and precision! Have fun with this!
EXERCISE 2: Ask him to tell you about his favorite sports team: what colors the players wear, what their jerseys look like, where their player names and numbers are, etc. You will see how many details you will be able to report! If you’re a fan of a different activity, go with what you’re familiar with. I mention sport as an example to show you the principle. These 2 exercises will show you that his visual skills are EXCELLENT!
EXERCISE 3: Ask him to choose an object near him, for example a cup, and stare at it for 15 seconds, then close his eyes. With his eyes closed, ask him to describe how much of the cup he sees in his imagination. You will see some. Then repeat the process and listen to how much more of the cup he will tell you he saw the second time. Do this process several times a day for several weeks with a different object each time. Make it a fun game so it’s fun for him to do. This will sharpen his observation skills and his memory.
Four. We have now established that the person’s visual abilities are fully operational. We are at a stage where he has been practicing all 3 exercises for several weeks and his observation skills will be much sharper. Now give him an object, for example the cup, to draw with his eyes. [= to follow the shape of the cup with his eyes as if drawing it in his imagination] while looking at it. Once she can do it, ask her to draw it on paper. If you can, you have laid the foundation for successful writing. If he can’t, draw a very simple shape (for example, a star) on the paper, turn the page, and ask him to copy exactly what he sees line by line. Encourage him to take his time. He will – very successfully!
5. Once you manage to copy the cup or star to a satisfactory stage [this may take a few attempts, but stick with it and give him time], you are ready to give him numbers to copy in exactly the same way: write the number on a piece of paper and turn it over. Let him copy it line by line. Numbers are simpler than letters, so once you get the hang of them, you’re ready for letters. Start with UPPERCASE LETTERS, because they are more distinctive than lowercase letters.
6. Once he can copy anything you give him, he will be able to write numbers and letters in groups of 2, 3 and 4, as well as syllables of words.
7. And the words will then easily follow.
8. VERY IMPORTANT POINT: When you start drawing anything on paper, place it on the wall at or slightly above the person’s eye level. This is because it will then process it in the visual field. NEVER let him write while holding the paper in his lap or close to his snout, because you will keep him in feelings that are likely to be negative. [e.g. “I can’t write”, or “I’m terrible at writing”, or “I hate writing”]. Always get it out of the feelings. [his lap] and even your field of vision [his eye level].
It is worth investing in large sheets of paper designed to be stuck onto flipcharts. They look like huge post-it notes and can be stuck to a wall without marking it.