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Handwriting 6

Occupation of School Ch. 19

QuestionAnswer
Considerations for Handwriting Intervention: Learning Styles tactile/kinesthetic learners, Auditory learners, Visual learners
Considerations for Handwriting Intervention: Learning Styles: Tactile/Kinesthetic Learners they need to physically feel and act out the task to remember the sequence.
Considerations for Handwriting Intervention: Learning Styles: Auditory Learners write better if they hear or verbalize the letters or words while putting them on paper. (may talk to themselves while writing)
Considerations for Handwriting Intervention: Learning Styles: Visual Learners rely on seeing written words/directions rather than remembering how to form letters.
Considerations for Handwriting Intervention: Learning Styles: Tactile/Kinesthetic Learners Children like this learn or perform tasks better when they’re allowed to stand up while writing or given the opportunity to move their body through the act.
Considerations for Handwriting Intervention: Learning Styles: Tactile/Kinesthetic Learners Use of proprioceptive input, such as practicing/feeling the letter formation in the air with or without hand-over-hand (A), for additional tactile sensation of the letter shape, supports their learning.
Considerations for Handwriting Intervention: Organizational skills Organization of workstation required for successful schoolwork.
Considerations for Handwriting Intervention: Organizational skills Improper placement/orientation of letters on line or space between words may indicate organizational difficulties.
Considerations for Handwriting Intervention: Organizational skills Child may use letters of varying sizes/mix capital/lowercase letters in words.
Considerations for Handwriting Intervention: Organizational skills Some organizational problems are related to poor visual processing, some may be related to poor motor planning or attention.
Considerations for Handwriting Intervention: Organizational Intervention Keep child’s desk clean/organized so only the important papers are kept.
Considerations for Handwriting Intervention: Organizational Intervention Use folders of different colors for different subjects/cover the textbooks with paper of same color.
Considerations for Handwriting Intervention: Organizational Intervention Make a bag for back of their chair to store/make readily available pencils, scissors, and paper.
Considerations for Handwriting Intervention: Organizational Intervention Work with child, parents, and teachers to develop strategies.
Considerations for Handwriting Intervention: Organizational Intervention Have 2 sets of books (home, school) so child doesn’t have to remember to bring them.
Considerations for Handwriting Intervention: Organizational Intervention Provide consequences for late work/bonuses for work on time.
Considerations for Handwriting Intervention: Classroom Accomodations Accommodations or strategies assist with completion of assignments of written expression.
Considerations for Handwriting Intervention: Classroom Accomodations Children who fatigue easily may not listen and learn from long writing assignments.
Considerations for Handwriting Intervention: Classroom Accomodations Accommodations should be written on IEP.
Considerations for Handwriting Intervention: Classroom Accomodations-Classroom Strategies Decrease amount of written work expected/reduce redundant written assignments.
Considerations for Handwriting Intervention: Classroom Accomodations-Classroom Strategies Use a tape recorder so child can dictate a story or tape teacher’s lectures.
Considerations for Handwriting Intervention: Classroom Accomodations-Classroom Strategies A written list of homework assignments and a checklist of each book or folder that needs to go home will be provided.
Considerations for Handwriting Intervention: Classroom Accomodations-Classroom Strategies Delegate a packing buddy to help pack up at end of day to ensure all necessary papers/books are put in book bag.
Created by: 100000007924890