Gripping the pencil tightly, the boy sticks out his tongue and puts the lead to his paper, trying desperately to follow the line to make the "W" in front of him. As he comes down to the corner, and strains to bring the pencil upward, the lead tears through the paper, ravishing the letter unidentifiable. Thrusting the pencil on the desk, he crumples the paper in fury and flings it to the floor. This scene can be a common occurrence in today's classrooms as some children who have learning disabilities deal with the added burden of trying to correctly write like the peers around them. The frustration is understandable if this scene is replayed over and over again until the child is scolded for having behaved inappropriately for showing anger. The acting out is actually a cry for help far more than one of misbehavior. This can be avoided, though, with some special tools and creative thinking on the part of the regular and special education staff.
Making writing less of a burden is key in taking some of the stress off of a child with greater problems than this. Dealing with issues in doing math or reading do not need to be compounded by requirements that are so stringent in something like handwriting that it overrides the purpose it is intended to serve. To start with, look closely at exactly what the child is struggling with, the patterns of behavior that are tied to the activity of writing, and when the child is the most successful in this activity.
How the child holds a pencil, though a seeminly small matter, is actually a huge piece of the puzzle. If the child is gripping the pencil with too much pressure, as our child in the example at the beginning does, or too lightly can affect his or her writing ability. Too much pressure will cause tears in the paper, having difficulty transitioning between corners and curves in letters, and also can lead to problems in the hand later on down the road. Too light a hold causes less control, unclear lettering, and other related issues. One idea to remedy this is to sit with the child and model how tightly to hold the pencil. Tell them not to hold it so tight that they squeeze it to death, but not too lightly that they might drop it. Practice a little at a time, and stop when frustration starts to set in. Reaching that frustration point and stopping helps to relieve some of the stress that becomes associated with this activity.
To build hand dexterity skills, the child can practice writing letters with their finger using shaving cream. This is a fun way to get the patterns, transitions and shapes that are so difficult on paper. Sand, pudding and paint are other possibilities that can be tried. The child's muscles will start to gain memory is the patterns of the letters, and then this can be transitioned to the paper practice over time. It is also a stress free chance to connect a positive outlook on an activity that might have been previously seen as aversive.
If the child grips the pencil in an odd manner that makes writing difficult, a rubber grip that slides onto the pencil can be a huge lifesaver. These special grips are inexpensive and can usually be found at any education supply store. It is best to consult with the special education teacher or occupational therapist to get good recommendations on types, shapes, or brands that would best meet the child's needs. If this problem continues, document it and have observations done of the child's writing activity. There might be the possible need to refer the child to have therapy to help alleviate the problem by a trained and certified occupational therapist.
Using a bigger pencil can also be an asset. For some children, the thinner casing on normal number 2 pencils is too small to effectively manipulate, so using a bigger kindergarten size pencil may give them the extra gripping surface that is needed. Adding a padded grip that slides on might benefit the child's grip as well. The key with odd grips is to model the correct way to the hold the pencil and to make sure what you are modeling is comfortable for the child. There is more than one right way to do something, and being open to a slight variation can make all the difference in the world.
The paper can also be a major issue. There are a variety of specialized papers that are made to help children with difficulty in writing, and one example is a thick paper that has raised lines on it. This tactile, multi-colored guide is wonderful for them to use, and helps them to find the line boundaries for the letters where they may be harder to perceive on normal ruled paper. Other types of paper have bigger lines and spaces for writing letters, and color the boundary lines differently. The key is to experiment to find what works best for that particular child. The solution may be as simple as highlighting the lines to show where they are. Look for common sense, practical solutions that are readily available.
If you are looking for a better model for the child to follow when practicing letter writing, consider the Internet. There are many sites that will create handwriting pages for you for free that are printable. They can be made in any style, size, and type. Some even have a guide that helps the child through the process. If you do print one out, consider highlighting the guide lines for the letter to make it easier to follow.
Another consideration is the kind of writing that the child is being taught. Cursive may be required in the curriculum, but there might have to be a modification outlined in the IEP (Individualized Educational Plan) that makes way for other possibilities. Printing may be the most direct way for the child to write, and if this works, go with it. Wasting valuable time trying to force a certain writing system on a child who cannot physically do it is cruel and could be better spent on other goals. Also, consider if it is really even necessary that they have to learn this one particular system. Giving the child some room for choice here is important, and be the difference in a child who acts out in frustration or one who is successful. Get beyond rigid requirements and go with what works best for the student.
Consider letting the child type their assignments more. Handwriting is important, but there are some children who excel when allowed to type their assignments when feasible. This frees them from the stress of trying to both be successful in academics and in writing, both of which can be major mountains for a child with learning disabilities. Computer skills are key in today's world, and this can also be an opportunity to get some other marketable skills into their learning jacket. Typing also improves fine motor skills, which may in turn help in improving their ability to write.
Research, asking questions, and communication are some of the other tools that are essential in helping you find the answers that you need. Ask other professionals and teachers their suggestions, dig into the resource library at your school, and look into reputable sites on the Internet. There are hundreds of resources available if you are willing to spend a few moments on them, and they can give the help that you need.
The most important tip is to focus on the student and what his or her specific needs are. The answer may lie with the child, and communicating with them is another great avenue for discovering causes and patterns of problems with handwriting. Keep an open mind, be creative, and focus on the child while using these tips and some of the resources below will help you on the way to giving them successful handwriting.
http://www.handwriting-solutions.com/about.html
http://www.ldonline.org/spearswerling/The_Importance _of_Teaching_Handwriting
http://www.cdl.org/resource-library/articles/graphom otor.php
http://ldchatham-kent.org/wp/?page_id=73
http://www.handwritingworksheets.com/
http://www.writingwizard.longcountdown.com/handwriti ng_practice_worksheet_maker.html