is it too late to sort out handwriting?

[BusyLizzie100]

Hi, DS1 is now 12, in Year 7 in mainstream secondary and his writing is still illegible, he can't even read it himself. This week he couldn't read what he'd written in his planner so couldn't do the homework (and no - it wasn't a ploy to get out of doing homework, it was genuine!).

 

Over the years he's had OT, handwriting programmes (eg teodoro thingy-bob, Speed Up) but these have made no difference. At primary it wasn't considered a problem altho it's been on his IEPs for years. But now he's at secondary teachers find they cannot read his work and therefore cannot mark it -they are saying this will have big consequences for tests/exams as if they can't be marked, he'll get low grades.

 

He has a Statement which says:

•X should be given frequent opportunities to develop his handwriting. He will have access to a variety of media such as an ‘Alphasmart’ word processor to support longer written tasks. He will also have access to alternative means of recording his work, such as a laptop, producing notes and mind maps. X will have the opportunity to use a touch typing programme.

•The school will reduce the frequency and quantity of work to be copied down from the board by providing him with alternatives such as photocopied notes.

 

Thing is, while he uses a laptop occasionally, most of the work in school is done by hand and the school is putting the onus on HIM to improve by trying harder, but I don't think he can. He really cannot write legibly. I think he needs genuine specialist input, but I don't know what or how to get it.

 

His reading, by the way, is great - he is a real bookworm.

 

Has anyone got any ideas?!!

 

Lizzie x

 

 

[got the tshirt]

I can totally sympathise with you, my handwriting was awful at school and was always told I would fail exams if the marker couldn't read what I had written Teachers can be so cruel can't they! It did nothing for my self esteem. I type everything now. Why cant they let him use a laptop for most of his work?? I don't understand.

We had the same problem with my Dd2 that we couldn't read what she was supposed to do for homework, luckily I knew quite a few of her friends parents and used to ring them to check. She ended up with coloured lenses in her glasses and loads of excersizes to improve her tracking. But if he reads really well that probably won't help.

[Suze]

My son is the same and numerous interventions have had no effect.He is very slow and prints letters , no spaces, letters backwards and upside down and its very large and as he is dyslexic also its illegable.He was assessed in yr 10 again for his exams and because of his sen he now has extra time and a scribe for all exams, so I would speak to your sons school about this.I,m of the opinion now that his handwriting is how it will always be and nothing is gonna help/ cure it , iyswim.Good luck getting some help at school, suzex.

[baddad]

Hi -

 

Can't say whether it would help or not, but my son's handwriting was completely illegible a few years ago...

We started doing a few minutes handwriting practice after school each evening:

 

He would choose a sentence of four or five words (usually something like 'sonic the hedgehog rules' )

I would write it once on lined paper in pen, then three more times very faintly in pencil

He would trace over the pencil writing, and then write one final version on his own, trying to match the quality above as much as possible.

 

It made a huge difference (despite his dyspraxia) to his handwriting, increased his confidence in writing and had a big knock on effect for self-esteem. I also negotiated with the school to make sure they were looking for 'quality' rather than quantity on any written work, and made sure his TA acted as a scribe when longer written work was required. One sentence of readable script is worth ten lines that can't be deciphered...He's never gonna be a calligrapher, and these days makes a choice between speed/readability depending on what he's doing, but even 'speed' writing is legible (just!).

 

I also made him a slanted writing board from the top of a cheap pine coffee table I bought in poundstretchers for a fiver. Made a big difference (he doesn't need it now), both in terms of the writing and his comfort while doing it. There are instructions (for what they're worth) for making it somewhere in the resources section if you fancy a trawl! Try searching under 'handwriting' and filter by member (me). There's good advice from others in there too on this subject

 

L&P

 

BD

[Kazzen161]

It is never too late if he is keen to try to improve it, but there is no reason why a lot of his work cannot be done on a laptop or be scribed for him. He needs for these to be his normal way of working if he is to be allowed to use them for SATs and GCSEs.

 

My son has atypical dyslexia (his reading was fine, his spelling and handwriting were very poor). He had help in years 10 and 11 with his spelling and as an indirect consequence his handwriting improved. He prints and it still looks very immature, but at least he and I can read it.

[smiley1590]

i have dyspraxia and his affected my hand -eye co ordination fine motor skills so found difficult handwriting skills were late developing against my peers my infant T.A would write my name in yellow felt tip and i had to write over the top to make me practice and improve on skills i found tricky i now write just like anyone else NT normal i have to write observations for work about my key child i couldn't even write my own name or anything so help me come mon leaps and bounds don't know if part of my support plan or targets /action plan

 

XKLX

[JsMum]

 

Dyslexia Action may have further advise and support, J recieved 1-1 tuition to learn to write, he did this for about a year, we took him to the centre, they use a variety of materials including the PC and art work.

 

Does he get any 1-1 TA if so how many hours.

 

J can actually write quite well if he copies work from the board or is on lined paper already written, but he has scriber for legnthy work.

 

JsMumxxx

 

[Ian Jordan]

 

don't forget vestibular, visual and proprioceptive procesing assessments - all may have a significant effct on handwriting

 

[KarenT]

We've had handwriting problems for years - something else that schools ignored

 

Have been doing practice exercises for the past four months or so. I make worksheets by copying and pasting Bionicles info from the internet, changing the font to a script style and putting together double rows of lines on the page for J to write on. Using a topic of interest really helps with engaging with the task.

 

We also use a slope - just a ring binder turned sideways as sometimes that's enough. You can experiment with lever arch files etc and different thicknesses till you get a comfortable slope to work on.

 

As others have said, though, the writing exercises are often fine but the problem is with generalising to everyday writing. J still has to use the computer for longer written work and often his writing is still poor when giving single sentence answers on worksheets. I just encourage better everyday writing by linking into his reward system, eg he has a job list to complete throughout the day and gets pocket money depending on how many items are on the list - if it's illegible I don't pay

 

This http://www.bookdepository.co.uk/book/97814...econdary-School was a good book that gave me some insight.

 

Karen

x

[BusyLizzie100]

Thanks all for some useful replies!

 

One of the difficulties I have, however, is in getting DS2 to try to do anything about his handwriting, which is kind of why I think it's almost too late. He's had to live with it for so long now, he just doesn't care. He doesn't want to impress anyone, he's very clever and knows it all already, apparently, and doesn't feel he has to demonstrate that through writing.

 

He has Asperger's and is dyspraxic, has had OT since he was five, on and off, and has been discharged. The OT doesn't feel she can do anything more. He doesn't have 1:1 at school.

 

don't forget vestibular, visual and proprioceptive procesing assessments - all may have a significant effct on handwriting

 

Yes Ian I think those all tie in, also he has severe executive function difficulties. He writes joined up, very fast, and when he types his spelling, punctuation and capitals all go out the window (ie they are rubbish!). If he concentrates on one thing at a time he does much better, eg if he has to write one line very neatly it comes out reasonable. His reading, however, is phenomenal. His verbal reasoning score was 152 and his non-verbal 102. His spatial reasoning was 87.

 

He has had writing slopes, triangular pens, wobble cushions, Speed Up exercises, but frankly nothing makes any difference.

 

I asked him yesterday if it hurts when he writes; he said yes, in his wrist, and sometimes the pain goes up his forearm. I'm wondering if he has dyspraphia? Although knowing that would make little difference - we just don't seem to make any headway.

 

As for exercises, he HATES doing homework (aaaaggghhh what a struggle every night) and handwriting practice would be seen as extra homework.

 

Thanks for the book idea, Karen, it might just have something we haven't tried so I may take a look.

 

Thanks again,

Lizzie x

[JsMum]

I asked him yesterday if it hurts when he writes; he said yes, in his wrist, and sometimes the pain goes up his forearm. I'm wondering if he has dyspraphia? Although knowing that would make little difference - we just don't seem to make any headway.

 

I think due to the symptoms what about this,

 

http://familydoctor.org/online/famdocen/ho...orders/023.html

 

He may also need an assessment of his current statement to see wheather or not 1-1 support is required for scribe, extra time, a printed homework sheet already done ect....

 

JsMumxx

 

[cmuir]

Hi

 

I'll be watching this with interest. I believe that my son has dysgraphia. His writing is illegible, he's encouraged to use an alphasmart keyboard and/or laptop but refuses because this makes him different. His LA scribes for him. Either way, using a keyboard or having someone scribe isn't going to improve things. Although the school are, for example, providing photocopied sheets with large letters for R to trace over, I'm not sure this is the way to go either. Sometimes I think I see improvements, other times, I think he's regressed. Google dysgraphia (there's not a lot out there about it, but makes interesting reading what there is).

 

Caroline.

[cmuir]

I asked him yesterday if it hurts when he writes; he said yes, in his wrist, and sometimes the pain goes up his forearm. I'm wondering if he has dyspraphia? Although knowing that would make little difference - we just don't seem to make any headway.

 

JsMumxx

 

 

Hi

 

Apologies if this appears like I'm trying to be picky... Sometimes people with dysgraphic don't actually know that they're experiencing pain when writing because it's something that they've become accustomed to when writing or drawing (they don't know anything different). I've read that this is common and can make dysgraphia difficult to diagnose.

 

 

http://en.wikipedia.org/wiki/Dysgraphia

 

See below - some text cut and pasted from the aforementioned weblink:

 

Symptoms of dysgraphia

 

The child generally takes much longer than their peers to complete a written assignment despite having normal or even above average intelligence, a reluctance or refusal to complete writing tasks, and a strong preference to write in print instead of cursive.

 

Other symptoms include an inappropriate mixture of upper/lower case letters or all upper case letters, irregular letter sizes and shapes, unfinished letters, inability to stay within the lines of a page, struggle to use writing as a communications tool, odd writing grip, many spelling mistakes, frequent reversal of letter sequences, decreased or increased speed of writing and copying, talks to self while writing, muscle spasms in the arm and shoulder (sometimes in the rest of the body), inability to flex (sometimes move) the arm (creating an L-like shape), and general illegibility.

 

Many people who are dysgraphic experience pain while writing. The pain usually starts in the center of the forearm and then spreads along the nervous system to the entire body. This pain can get worse or even appear when a dysgraphic is stressed. Few people who do not have dysgraphia know about this, because many with dysgraphia will not mention it to anyone. There are a few reasons why pain while writing is rarely mentioned:

 

* Sufferers do not know that it is unusual to experience this type of pain with writing.

* If they know that it is different from how others experience writing, they feel that few will believe them.

* Those who do not believe that the pain while writing is real will often not understand it. It will usually be attributed to muscle ache or cramping, and it will often be considered only a minor inconvenience.

* For some people with dysgraphia, they no longer write, and just type everything, so they no longer feel this pain.

 

 

Another aspect of this, is that instead of a feeling of pain, the person may experience a sense of considerable effort and exhaustion as if they were lifting heavy weights repeatedly. This occurs even though arm and hand strength are normal.

 

Parents should be alert for children who have an unusual amount of difficulty learning how to hold a fork or spoon.

 

 

C.

[JsMum]

Hi cmuir dont have to apogise, I think your post is very interesting, and relivant, it was more the pain side of things that made me think of this, my friend has it, and handwriting was really painful, it was only somthing to look into the possiblility and disgraphia does have a lot of similarities for busylizzie's ds.

 

JsMumxx

 

Edited January 21, 2010 by JsMum

[KarenT]

Agree, pain on writing is a big part of the problem.

 

We've been working on applying less pressure and it's showing some improvement, but the hard part is getting our kids motivated enough to try a lighter touch and see the benefits, and want to keep trying. Tough call when years of discomfort have made them very reluctant to even attempt it.

 

Karen

x

[Karen A]

Hi.

Ben is 11 and in year 7.He has dyspraxia and AS.He has always had big difficulties with handwriting.He soon gets cramp because he has very bendy fingers and so finds pressure on the pen difficult.

He is very bright and very able in creative writing.However a few years ago this was not known because he could not write more than a few words.He became very frustrated and challenging and was starting to refuse to try.

 

He was supplied with an ALPHASMART.He then quickly picked up typing and can touch type at speed.The specialist teacher was shocked at his ability.

Ben's Statement for secondary school included provision for use of a laptop.It is recognised that in future Ben would never be able to work to his level of ability if he had to write longer pieces of work.He could not complete exam papers.Even if he had a go his writing would quickly deteriorate when writing at any speed.He still prints and cannot join up any letters.

However since starting at secondary school Ben has chosen to do a lot of his work by hand.He only uses the laptop for longer pieces of work.Once Ben realised that people would accept his handwriting and he no longer felt so stressed about it he copes very well.

I think the reality is that most work is done on computer in employment anyway and so handwriting is no longer that important.

The CAMHS psychiatrist that assessed Ben is now a consultant.He once sent a handwritten letter that was completely illegible.

I think it is far more important that a student is able to demonstrate ability than what method is used to produce the work.

I should confess I have strong personal reasons for having an opinion.

My brother took his O levels in the 1970s when SEN was not well understood.He was very bright but also could not write fast due to what is now recognised to have been dyspraxia.

When faced with an O level exam and the realisation that he would not be able to complete the paper to his expectations in the time given he became so stressed that he committed suicide. He was 16.

 

If access to ALPHASMART is documented in a Statement and school are not ensuring that access then I wonder whether they are fulfilling the provision as documented.

I do not think that they can just expect your son to work on his handwriting when there is clear evidence that this may not be effective.

Certainly for Ben having access to ICT amounts to exactly the same situation as an individual who was a wheelchair user having access to the wheelchair when needed because walking long distances would be too painful.

If an individual was a wheelchair user but could walk short distances and a school decided that a wheelchair was not needed because someone had seen the person walk that would be considered unacceptable.

Karen.

Edited January 21, 2010 by Karen A

[Karen A]

I have had another look at your first post on the thread.

 

He has a Statement which says:

•X should be given frequent opportunities to develop his handwriting. He will have access to a variety of media such as an ‘Alphasmart’ word processor to support longer written tasks. He will also have access to alternative means of recording his work, such as a laptop, producing notes and mind maps. X will have the opportunity to use a touch typing programme.

•The school will reduce the frequency and quantity of work to be copied down from the board by providing him with alternatives such as photocopied notes

 

 

I wonder if it might be worth attempting to get the Statement tightened up.

It appears to give a very mixed message.At some point someone needs to decide either whether it is worth putting in expert help with handwriting which should be included within the Statent.

[i think at 12 or 13 it is very late to be hoping to work on handwriting at home.We have enough work just getting our sons [13 NT] and 11 [AS] to keep up with homework. ]

 

Or whether to ensure appropriate support is put in place regarding ICT use.

 

It might also be worth checking exactly what TA support is in place and whether it is being provided at the level documented.

After all if your child could handwrite with practice and committment what would the Statement be needed for.

Edited January 21, 2010 by Karen A

[justine1]

I had major problems with writing at school.I went to OT for fine motor skills until the age of six but writing was still difficult,even with special pens etc,I also got 30min after school help,still no luck.Then when I was 10,a friend helped me to write and some how I managed to learn from her,not onlt were the teachers happy my handwriting improved but the confidence I had made my overall grades improve drastically,even in Maths which I hate!

 

Sam has difficulties writing but the school have never said the concerned even though I am.I do exactly what Baddad does I give him sentences that appeal to him,Ben 10,Mr Bean etc,some days he is just to tired but he does try hard.I have found his writing is much better at home than at school.When he was home when being excluded he was given school work to complete and his hanwriting was well pretty perfect compared to the stuff from school.So sometimes I feel me and Sam are putting in so much work but they not!

[BusyLizzie100]

I wonder if it might be worth attempting to get the Statement tightened up.

It appears to give a very mixed message.At some point someone needs to decide either whether it is worth putting in expert help with handwriting which should be included within the Statent.

[i think at 12 or 13 it is very late to be hoping to work on handwriting at home.We have enough work just getting our sons [13 NT] and 11 [AS] to keep up with homework. ]

 

Or whether to ensure appropriate support is put in place regarding ICT use.

 

It might also be worth checking exactly what TA support is in place and whether it is being provided at the level documented.

After all if your child could handwrite with practice and committment what would the Statement be needed for.

 

Thanks, Karen, for both your replies. What you've said here hits the nail on the head. I think this is especially true:

"I think it is far more important that a student is able to demonstrate ability than what method is used to produce the work."

Unfortunately at the moment writing is the expected way for my son to demonstrate his ability, which is actually huge in areas so the whole writing thing is a real barrier. And like your kids, the chance of doing extra work on top of homework is practically non-existent!!!!

 

With regard to tightening up the Statement, I think that is also true in this instance; with new rules governing the right to appeal after Statement Review we may have a chance of doing this come his Review in March.

 

Thanks

Lizzie x

Edited January 21, 2010 by BusyLizzie100

[Mumble]

To answer your thread's title - no

 

I had completely illegible handwriting all through primary and secondary. The schools were very good at complaining about it but never actually did anything to address it other than shouting at me . That didn't work (there's a surprise ).

 

It wasn't until I went to uni where a lecturer on the SEN course just happened to observe my attempts at writing lecture notes and took an interest in me that I started to sort things out, beginning at the basics I had never been taught (which is difficult when you've developed bad habits) - from pencil/pen grip, hand use (I would regularly swap!! ), way of holding the paper, letter formation, joining letters, etc. I actually worked through a cursive handwriting teaching course, and it made such a difference. I can now produce very neat writing (although not at great speed, so there is still that compromise). I do have problems still if I have to listen and write, but I think that's a different issue to the mechanical issue of writing. One thing I noticed improved dramatically once I learnt to write 'correctly' (and there is research evidence somewhere linking this with a fully cursive style) is that my spelling became much better too.

 

I taught in schools with policies ranging from not teaching handwriting/letting children develop their own style to very rigid cursive teaching. I was originally against forcing a style on children, but I have to say, having seen the effects, I wouldn't think twice about formal teaching of handwriting if given the choice. From my experience, the children seemed to take pride in producing neat writing.

 

I asked him yesterday if it hurts when he writes; he said yes, in his wrist, and sometimes the pain goes up his forearm. I'm wondering if he has dyspraphia? Although knowing that would make little difference - we just don't seem to make any headway.

I used to get terrible pain writing - it was mainly due to the way I held the pen and the angle of the paper - it was all completely against natural movement. I also held the pen too tightly and pushed too tightly. Sorting these things will help, but it's difficult because you only see the effect once you address it. One thing - what type of pen does he use? If it's a ball-point/Biro, that would be the first thing I would stop as they automatically require too much pressure. Try a fibre tip pen (be prepared to get through several at first as he adjusts the pressure) - these are better than say a fountain pen as they work at all angles so you're addressing just one thing - I had to use a fountain pen at school and it was a disaster as half the time I was tearing the paper with the tip and the ink didn't flow at the angle I used it.

 

[Mandapanda]

Hi

 

My eldest is 16. There have always been probs with his writing. It was very scruffy and illegible. I asked for help with it before the Yr 9 SATS - they did nothing, then complained that his marks were affected by his poor writing

 

He would never use a laptop at school. He did have a writing slope in Junior School when he had a really lovely teacher. Unfortunately this backfired as he wouldn't then write at all without it, which caused probs when they had to work in different places!

 

However he is now 16 and at college. He got the following GCSEs: A in Physics ( ), 3 Bs, 3Cs. His writing did bring his marks down to some extent (even in Science) but he still did really well (IMO). He got extra time in his exams and they 'blew up' his papers to A3 size to make it easier for the examiner to read! He is currently studying Philosophy, Biology, History, Psychology, Japanese ( ). His writing has improved a lot over the past couple of years.

 

I would say it is more important for your child to enjoy reading and writing and the rest will come in its own good time with encouragement.

[Suze]

Well done to your son Mandapanda , you must be so proud he overcame his difficulties to get such great grades, it gives parents like me hope that my son can achieve his best aswell

[baddad]

However he is now 16 and at college. He got the following GCSEs: A in Physics ( ), 3 Bs, 3Cs. His writing did bring his marks down to some extent (even in Science) but he still did really well (IMO). He got extra time in his exams and they 'blew up' his papers to A3 size to make it easier for the examiner to read! He is currently studying Philosophy, Biology, History, Psychology, Japanese ( ). His writing has improved a lot over the past couple of years.

 

I would say it is more important for your child to enjoy reading and writing and the rest will come in its own good time with encouragement.

 

 

[Karen A]

Hi

 

My eldest is 16. There have always been probs with his writing. It was very scruffy and illegible. I asked for help with it before the Yr 9 SATS - they did nothing, then complained that his marks were affected by his poor writing

 

He would never use a laptop at school. He did have a writing slope in Junior School when he had a really lovely teacher. Unfortunately this backfired as he wouldn't then write at all without it, which caused probs when they had to work in different places!

 

However he is now 16 and at college. He got the following GCSEs: A in Physics ( ), 3 Bs, 3Cs. His writing did bring his marks down to some extent (even in Science) but he still did really well (IMO). He got extra time in his exams and they 'blew up' his papers to A3 size to make it easier for the examiner to read! He is currently studying Philosophy, Biology, History, Psychology, Japanese ( ). His writing has improved a lot over the past couple of years.

 

I would say it is more important for your child to enjoy reading and writing and the rest will come in its own good time with encouragement.

 

Thanks for that it is so positive.

Karen.

 

[Mandapanda]

Sorry guys

 

That sounded horribly like bragging, didn't it? I really didn't mean it like that.

 

I feel very lucky and privileged to have watched my eldest get through school and go on to college, becoming a lovely young man. Especially as he has had very minimal help from authorities and teachers. He never saw the Ed Psych even though I requested it in writing, never had even an assessment for a statement, even though the process was started (this was later denied by the school!). If I'd had this forum then, perhaps things would have been different and he may have done even better with more help, but I am more than happy with how things are going and he is very independent because he has had to 'manage' on his own a lot of the time at school. My youngest however could not 'manage' on his own at school and is now home schooled.

 

It's funny and probably only applies to us, but the child with the dreadful handwriting has done better and been happier at school. The child with the beautiful neat handwriting who has chosen to write for pleasure hated school and never fitted in no matter how hard he tried. I guess I am just saying don't get too hung up on the writing issue, our kids do develop various skills at different rates and school doesn't always allow for that variation - that is the main problem, I feel, with the National Curriculum and SATs testing.

 

[Sally44]

This is also one of my current issues.

My son is 9 and cannot read/write independently. Has dylexia, dysgraphia etc.

I feel that a decision has to be made about how he is going to "record" his learning.

I am happy for them to continue helping him to improve handwriting. But for everyday work and exams I think they need to be thinking of trying typing, voice recognition software, or getting a scribe.

And I think that if they do type or have a scribe that they have to have been using that for a set period of time before they can use it in exams. I think I read it was 2 years somewhere, but please correct me if i'm wrong.

[Karen A]

Sorry guys

 

That sounded horribly like bragging, didn't it? I really didn't mean it like that.

 

No I did not think it sounded like bragging at all.

I really did appreciate reading such positive news.

Karen.

 

[Karen A]

This is also one of my current issues.

My son is 9 and cannot read/write independently. Has dylexia, dysgraphia etc.

I feel that a decision has to be made about how he is going to "record" his learning.

I am happy for them to continue helping him to improve handwriting. But for everyday work and exams I think they need to be thinking of trying typing, voice recognition software, or getting a scribe.

And I think that if they do type or have a scribe that they have to have been using that for a set period of time before they can use it in exams. I think I read it was 2 years somewhere, but please correct me if i'm wrong.

 

Hi.I know there are rules which apply to GCSE papers.However they are more to do with the proportion of work being done on the laptop.

I think the EP said that Ben would need to be using the laptop on a regular basis for longer pieces of work for dispensation to be allowed.

Certainly though for the laptop or alphasmart to be useful your son would have to be able to make use of it and be familiar with it.

Ben has never needed teaching and now touch types at speed having picked it up himself.However Ben does not have difficulties with reading or with use of written language.His problem is purely with co-ordination and pencil control.

Karen.

 

[BusyLizzie100]

QUOTE (Mandapanda @ Jan 28 2010, 08:25 AM)

Sorry guys

 

That sounded horribly like bragging, didn't it? I really didn't mean it like that. (IMG:style_emoticons/default/oops.gif)

 

Not at all! I was actually really heartened by your reply, so thanks. Especially the bit about learning Japanese, my son would love to do that!!

 

This is also one of my current issues.

My son is 9 and cannot read/write independently. Has dylexia, dysgraphia etc.

I feel that a decision has to be made about how he is going to "record" his learning.

I am happy for them to continue helping him to improve handwriting. But for everyday work and exams I think they need to be thinking of trying typing, voice recognition software, or getting a scribe.

And I think that if they do type or have a scribe that they have to have been using that for a set period of time before they can use it in exams. I think I read it was 2 years somewhere, but please correct me if i'm wrong.

 

I am at exactly that point, Sally, although my is now 12. I wish I had pushed harder for more support at an earlier stage. don't know about the 2years bit, but if that's the case then we need to get things moving!

 

I have now taken it up with the Senco and am awaiting her response; have also left a message with the OT dept, altho the OT he used to see left at Christmas.

 

Thanks all for your replies, they have all been really useful and given me lots to think about.

 

Lizzie xx

[BusyLizzie100]

Have just had chat with OT on phone.

 

It's possible that working on his handwriting is not going to be useful, since he is so unmotivated and doesn't care much whether people can read what he writes or not.

 

The way forward may be keyboarding from now on.

 

Anyway, she has promised to contact school to discuss with the senco and with a view to visiting him at school, so that's a good start.

 

Lizzie x

[Sally44]

Let us know how it goes.

I would be interested to hear what they suggest.

I feel that if I am expected to take my son into school every day, and if he is bright enough, then I should expect him to come out the other end with some kind of accredation - otherwise why am I sending him there??

[westie]

My son is 11 now, and up until this year would do everything he could to avoid writing. He has made steps forwards this year and while it is still fairly illegible (and he puts capital letters in all sorts of odd places, and even reverses letters occasionally) it is much better than it used to be, and even more importantly he will often opt to write even when offered use of a laptop! It does seem to make him tired out. His school are pretty understanding about it, they let him use IT (this is in his statement) and they also have a scribe who helps him in SATS etc. They are going to do the same for his Y6 SATS too I understand. I am pleased about this as it takes some of the pressure off - it is hard to write neatly and quickly.

 

I am left handed. My handwriting is terrible to be honest - if I try to make it neater then it take me ages to write anything. While it is not illegible always it can be hard to read (note: I can write as 'neatly' with my right hand - but that takes me much longer to do!).

 

Has your son tried a 'stabilo s'move easy pen'? They are a peculiar shape, like a banana and can be bought for left handed and right handed people. The OT recommended my son use one. I bought a left handed one myself and it seems to make a difference in terms of the ease of writing - it feels nice to hold, it makes your hand posture stiffer, easier to write longer paragraphs and it was neater too. May be worth trying if you havent already. You can buy them from some supermarkets now, as well as stationary shops. You can buy refills for them as well

[westie]

My son is 11 now, and up until this year would do everything he could to avoid writing. He has made steps forwards this year and while it is still fairly illegible (and he puts capital letters in all sorts of odd places, and even reverses letters occasionally) it is much better than it used to be, and even more importantly he will often opt to write even when offered use of a laptop! It does seem to make him tired out. His school are pretty understanding about it, they let him use IT (this is in his statement) and they also have a scribe who helps him in SATS etc. They are going to do the same for his Y6 SATS too I understand. I am pleased about this as it takes some of the pressure off - it is hard to write neatly and quickly.

 

I am left handed. My handwriting is terrible to be honest - if I try to make it neater then it take me ages to write anything. While it is not illegible always it can be hard to read (note: I can write as 'neatly' with my right hand - but that takes me much longer to do!).

 

Has your son tried a 'stabilo s'move easy pen'? They are a peculiar shape, like a banana and can be bought for left handed and right handed people. The OT recommended my son use one. I bought a left handed one myself and it seems to make a difference in terms of the ease of writing - it feels nice to hold, it makes your hand posture stiffer, easier to write longer paragraphs and it was neater too. May be worth trying if you havent already. You can buy them from some supermarkets now, as well as stationary shops. You can buy refills for them as well

[westie]

My son is 11 now, and up until this year would do everything he could to avoid writing. He has made steps forwards this year and while it is still fairly illegible (and he puts capital letters in all sorts of odd places, and even reverses letters occasionally) it is much better than it used to be, and even more importantly he will often opt to write even when offered use of a laptop! It does seem to make him tired out. His school are pretty understanding about it, they let him use IT (this is in his statement) and they also have a scribe who helps him in SATS etc. They are going to do the same for his Y6 SATS too I understand. I am pleased about this as it takes some of the pressure off - it is hard to write neatly and quickly.

 

I am left handed. My handwriting is terrible to be honest - if I try to make it neater then it take me ages to write anything. While it is not illegible always it can be hard to read (note: I can write as 'neatly' with my right hand - but that takes me much longer to do!).

 

Has your son tried a 'stabilo s'move easy pen'? They are a peculiar shape, like a banana and can be bought for left handed and right handed people. The OT recommended my son use one. I bought a left handed one myself and it seems to make a difference in terms of the ease of writing - it feels nice to hold, it makes your hand posture stiffer, easier to write longer paragraphs and it was neater too. May be worth trying if you havent already. You can buy them from some supermarkets now, as well as stationary shops. You can buy refills for them as well

[Martin Howe]

This is unbeliveable In 1981 there was no disability rights, AS hadn't even been heard of in the UK, dys-whatever were poorly understood, etc. Yet I still was permitted to do my CSE, O and A levels on a typewriter. I'm just amazed that in the 30+ years since 1981, what with the DDA, SEN and all that stuff that kids have now, people are still having to fight for their rights regarding handwriting (Oh and mine is legible now, though slow to make)

[Sally44]

Unfortunately it seems to me that the more legislation has been put into place to help children receive the supports they need - by contrast LEAs have worked just as hard to find ways of avoiding having to fulfill this legislation. It is all down to costs.

[BusyLizzie100]

We've managed to get some OT input since I first posted, and the conclusion is that yes, it's best to move on now to keyboarding and not dwell on the handwriting.

 

Fortunately DS1 is able to type, he is no slower than when he writes although he's not yet touchtyping so the OT has recommended that ALL his work is keyboarded, whether it's an extended writing piece of work or note-taking (which makes sense - what's the point in writing notes if you can't read them when you come to revise etc!).

 

The main issue we face in getting school to take this on board is that access to a printer should be readily available - ie he shouldn't have to queue up at lunchtime to use the library printer, since ALL his work needs to be printed. Petty, isn't it, but I know school will see that as a problem. And teachers may have to provide worksheets etc on a memory stick for him.

 

The OT has also made recommendations about tests and exams; really it's up to DS1 as to what he finds works best and causes least anxiety and still gets the best out of him in terms of academic performance. If he doesn't want someone in his personal space, then a scribe might not work; alternatively if his thoughts are too rapid for his keyboarding ability, this may cause him anxiety. The OT said that his anxiety should not be allowed to limit his academic achievement; after all the taking of exams is not a skill that we need to use in life, their purpose is purely to demonstrate that learning has been achieved. My feeling is that a scribe would probably work best for him.

 

Anyway, it's the Annual Review of his Statement tomorrow, so hopefully we will have a little more clarity!!

 

Lizzie xx

Edited March 17, 2010 by BusyLizzie100

[Kathryn]

All the best for the Annual Review tomorrow Lizzie, will be thinking of you.

 

<'>

 

K x

[Karen A]

We've managed to get some OT input since I first posted, and the conclusion is that yes, it's best to move on now to keyboarding and not dwell on the handwriting.

 

Fortunately DS1 is able to type, he is no slower than when he writes although he's not yet touchtyping so the OT has recommended that ALL his work is keyboarded, whether it's an extended writing piece of work or note-taking (which makes sense - what's the point in writing notes if you can't read them when you come to revise etc!).

 

The main issue we face in getting school to take this on board is that access to a printer should be readily available - ie he shouldn't have to queue up at lunchtime to use the library printer, since ALL his work needs to be printed. Petty, isn't it, but I know school will see that as a problem. And teachers may have to provide worksheets etc on a memory stick for him.

 

The OT has also made recommendations about tests and exams; really it's up to DS1 as to what he finds works best and causes least anxiety and still gets the best out of him in terms of academic performance. If he doesn't want someone in his personal space, then a scribe might not work; alternatively if his thoughts are too rapid for his keyboarding ability, this may cause him anxiety. The OT said that his anxiety should not be allowed to limit his academic achievement; after all the taking of exams is not a skill that we need to use in life, their purpose is purely to demonstrate that learning has been achieved. My feeling is that a scribe would probably work best for him.

 

Anyway, it's the Annual Review of his Statement tomorrow, so hopefully we will have a little more clarity!!

 

Lizzie xx

 

Hope today is really helpful. <'> <'> <'>

I understand everything you have said above as we have said much the same .I was at AR on Monday and was explaining yet again that although Ben can write more now he as about level 4a when hand writing but 6b when he has access to the keyboard.

Karen.

 

 

[B'sMum]

My 16 year old son had similar problems when he was younger. At primary school he could barely write and we got him an Alphasmart. He hated using it because it was another thing that made him different to the other kids. His fingers were very bendy and hurt after just a few illegible words. Now he writes pages and pages at a time - not the neatest writing you ever saw but acceptable and though they taught him at school to touch type ready for his exams he is taking his GCSE's this year and doesn't need any special considerations or extra time.

 

When it was suggested by the SENCO of the local secondary school that he might be dyspraxic she recommended some special exercises. We stopped focussing on handwriting and he did all sorts of seemingly ridiculous exercises, like walking heel to toe along a straight line forwards and then backwards. At first he couldn't begin to manage without falling all over the place, and twisting his body and arms like you wouldn't believe and sticking out his tongue. We worked at it five minutes a day for weeks until he could do it easily. There were lots of other exercises introduced including crawling on his belly like a soldier, and holding up both hands palms towards each other but about six inches apart and trying to move just one finger on one hand. It was amazing you could ask him to wiggle his right index finger by pointing to it but NOT touching it and most times he would move the one next to it first then the correct one, and most times the same finger would move on the other hand. By loads of practice at this he gained proper control of his fingers and can write quite well enough.

 

These exercises did far more good than all the years of handwriting practice he was forced to do. The other amazing thing was at primary school he was an avid reader but as well as poor and minimum amounts of writing, his spelling was attrocious despite remedial programs of every type. Now his spelling is really quite good apart from mixing up words that sound alike eg. their & there and throughout secondary school he never had any spelling interventions.