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Writing is such an important part of learning it should never be overlooked, especially in learning disabled students. They must find a way of communicating by use of the written word.

Dysgraphia is the proper term for a learning disability in writing skills. Something inherent or some accident since birth having taken away from the natural ability to write. Some of these students may have trouble with the mechanics of writing, or they write their letters in reverse order, do not space their words, cannot spell or their writing may be only scribbles. The problem could be in how the language is processed by the brain and the resultant disability in comprehension. In other words, there's a discrepancy between the words and what they represent.

To correct these writing difficulties, specially trained teachers will first of have to test the student to see precisely where the problem lies. There are many approaches to remedial writing intervention. Hand and pencil coordination and how well developed are the muscles controlling the action as well as how all three systems of writing comprehension interact, motor-muscular-memory. In other words where is the weak link. Is it a failure of the muscles that hold the pencil, the energy level of the student inability, or is there some basic memory problem that originates in the brain that is causing the writing failure?

Sometimes keyboards or speech recognition is the key to effective intervention in teaching basic writing skills. Simply because there are discrepancies in writing does not mean that other abilities may be flawed. It is possible that the student, or adult, thus affected is a brilliant speaker and can articulate his words well. Thus, it would seem the basic problem here is in motor and muscular skills and is not some interference with cognition, or the ability to think and to reason.

This may not be the case, however, when the basic learning disability is in an inability to understand how the sound of words and the sight of words interact. What is heard is interpreted differently because his malfunctioning may be in his visual physiological makeup. He sees letters and words upside down or backward and this spills over into his writing. This is known as dyslexia. His writing may be legible but often making no sense to others. Once the problem is known, special education teacher will write special plans for assisting disabled students to learn how to write. Tests are given that help teachers understand the underlying cause and how to address it. Once they know the student and where his weakness lies, then they will be able to write an individual care plan (IEP). This is a requirement by law. All students that need assistance in learning must get help and it must be tailored to fit each child and his need.

No child should grow up unable to read and write. Often both of these are involved when writing is at fault, but not always. Whatever the cause, don't delay in getting help if you child is struggling with writing skills. Your teacher and your school principle will see that they get the right kind of help. If this is not the case, go higher and seek out the next one in command. If necessary check with the state educational authorities.

A last note: Dysgraphia may not be a term used in educational circles since it is a psychological term and used in medical circles. Schools most likely will use terminology that they have learned from IDEA (Individualized Disabilities Educational Act) legislation. The law that deals with learning disabilities.

Source: http://learningdisablities.abo ut.com/od/learningdisabilities /basic/p/dysgraphia.htm

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