Girl once contacted me asking for help with recommendations from schools in her area that would be suitable for her 9-year-old young grandson who was diagnosed with multiple dysgraphia. I felt inspired to convey here exactly what I advised her to help many other (great) parents who want the best for their children with a difficult diagnosis. I hope you choose and add meaning to this action and spread the word to those who need it!
As soon as someone The following case was diagnosed: the word diagnostics pushes away the thought that the patient with the diagnosis is ill or something wrong with them, and that he must remain forever, and everyone else should work around him, but not from It. Then the content of the diagnosis [in this case severe dysgraphia] provides another psychological label. The danger of labels lies in the fact that they permeate the identity of the person diagnosed and provide a polite excuse [to the diagnosed person AND all persons around the diagnosed person] in order not to interrogate this condition and take no action. As soon as we denote x, we have an instant explanation of many things and can continue to live smugly.
Do not let this happen; dysgraphia is also one of those “conditions” that can be improved. Here's how:
1. Do not mention the labels in front of the child - this will not allow him / her to take him into his identity and be weakened for the rest of his / her life. Do not allow shortcuts to lock your drive to take steps to eradicate this condition.
2 People who often face difficulties believe that something is wrong with their brains or the motor functioning of their hands / arms. This is BELIEF that can be eradicated. Taking action instead of allowing yourself to hide behind diagnostic labels will always be considered wrong / ridiculous.
3 Teach a person to use visual skills that he already has. People with literacy difficulties are always very visual!
EXERCISE 1 : Ask a person to present his refrigerator at home, what color the door, how it opens, open it, look inside the refrigerator and tell you the 3 things he sees. He / she will tell you not only about this, but also about where in the refrigerator there are three things. And with amazing passion and precision! Enjoy it!
EXERCISE 2 : Ask him to tell you about his favorite sports team: what colors the players wear, what their shirts look like, where are their names and player numbers, etc. You’ll see how detailed he will be able to tell! If he is a fan of other activities, go with what he is familiar with. I mention sport as an example to show you the principle. These 2 exercises will prove to you that his visual skills are EXCELLENT!
EXERCISE 3 : Ask him to pick one object near him, such as a cup, and look at it for 15 seconds, and then close his eyes. When his eyes are closed, ask him to describe what part of the cup he sees in his imagination. He will see some. Then repeat this process and listen to how many more cups he will present when he sees the second time. Do this process several times a day for several weeks with a different object each time. Make it a fun game to make it fun to do. This will sharpen his observational skills and memory.
4. Now we have established that the person’s visual skills are fully functional. We are at a stage where he has trained 3 exercises for several weeks, and his observational skills will be much more acute. Now give him one object, such as a cup, to paint with his eyes. [= to follow the shape of the cup with his eyes as if drawing it in his imagination] how he looks at him. As soon as he can do this, ask him to draw it on paper. If possible, you laid the foundations for successful writing. If he cannot, draw a very simple figure (for example, a star) on paper, turn the page upside down and ask him to copy what he sees, behind the line. Encourage him not to rush. He will do it - very successfully!
5. As soon as he manages 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 the numbers to copy in the same way: write the number on the paper and turn it upside down. Let him copy it in rows. Numbers are simpler than letters, therefore, as soon as he rules numbers, he will be ready for letters. Start with CAPITAL LETTERS, because they are clearer than lower case letters.
6 As soon as he can copy everything you give him, he will be able to write numbers and letters in groups of 2, 3 and 4, as well as syllables.
7 And the words will follow easily.
8. VERY IMPORTANT POINT: When you start to draw something on paper, put it on the wall to or slightly above the level of the person’s face. This is due to the fact that it processes it in sight. NEVER let him write while holding papers on or near his knees, because you keep him in feelings that are likely to be negative [eg "I can not write", or "I'm terrible at writing" , or "I hate writing"], Always take it off your senses [his lap] and to his field of vision [his eye level],
Pays to invest in large sheets of paper intended for sticking to flipcharts. They look like huge notes that can be stuck on a wall without noticing it.
