ࡱ> q` 3.bjbjqPqP .^::%sxxxxxxxT&T&T&8&T&dx2P'("*(*(*(*(>h(|( x x x x x x x$yh#|.xxI,*(*(I,I,.xxx*(*(Cxm0m0m0I,x*(x*(xm0I,xm0m08q xx`w*(D' NM6sT&1-Ds:wtYx0x~s|%.|t`w|x`w4(n)m0**(((.x.x0X(((xI,I,I,I,p%p%xxxxxx Handwriting Difficulties Solutions to Some Common Problems As teachers, frequently you may come across children who find handwriting difficult. The following may give you some things to look out for as well as some ideas to try which might help: Posture and position when working at the desk for writing tasks What you may observe: Poor posture slumping over the desk Tendency to lean to one side in a awkward position For some children they need to consciously think about balancing on their chair. Sometimes they: Position the non-writing arm across the body, hooking the hand or the thumb over the edge of the table. Hang onto the chair with the non-working hand instead of supporting the page. Support their head with the non-writing hand forming a closed kinetic chain. Wrap legs around the chair legs and fix the tummy against the edge of the table. Constantly fidget and possibly fall off the chair. When a child has to put this much conscious effort into sitting on a chair, it leaves very little else for looking, listening or doing. Suggestions: Check to see that the chair and table is a suitable height for the child. Ideally the child should be able to place their feet firmly on the floor. The table should be at about elbow height. If it is not possible for the child to get his feet to the floor, place a small block or covered telephone directory underneath the feet. Check the type of chair is the child sitting on. Bucket chairs at best encourage a rounded sitting posture. Where possible exchange it for a flat bottom chair. Try using an angled writing surface in conjunction with a wedged sitting cushion (Posture Pack available from www.backinaction.co.uk). The combination has the effect of promoting a more upright and correct sitting position. For some children with generalised balance problems, a more supportive seat may be required e.g. a chair with arms on such as a captains chair. Liaison with the local community childrens occupational Therapist would be helpful if sitting balance is significantly impaired. Check the working position of the child. Can he see the board? Does he have to visually follow the teacher around the room? Is the child sat on an aisle and likely to get bumped every time someone goes passed? If so consider changing the position. Check that the child does not have a visual problem. Writing - control and pressure What you may observe: The child uses big arm movements to make letters and shapes. The movements appear ridged. The wrist or the whole arm raises off the writing surface during writing and drawing activities Lack of finger and thumb movements being used to push and pull the pencil. Moving the paper or the body to accommodate directional changes rather than move his hand. Tight grasp Motivation and productivity Suggestions: Use warm up activities in preparation for handwriting tasks (finger aerobics). These could be as simple as rubbing the hands together, palms then the backs of the hands, wiggle fingers, touch fingers to the thumbs in sequence or scrunch up the hands to make a fist, squeeze tightly then flick out the fingers. These warm ups can be used by the whole class whilst they are sitting at their desk or table. Adding a pen grip is not always the solution as it can reduce the contact of the fingers with the barrel. This therefore can decrease control rather than increase it. If a grip is to be used you may need to try different sorts as each child is different. Consider grips that still allow the child to feel the pencil under the grip. Try fatter barrelled writing tools, especially those which have a sponge or foam grip on the barrel. Try using smaller pencils e.g. 4-5cm long which encourages the child more to use a three-fingered dynamic grip. Use writing tools with integral grips to aid placement of fingers Try adding some reasonable firm sponge tubing to help fatten an ordinary pencil. By having a semi dynamic material such as this will help to reduce the tension placed on the small muscles of the hands and reduce discomfort/pain on writing. Allow a choice of wring tools different tools suit different hands e.g. hand hugger pens and pencils, Dr Grip pens. Try using a sloped writing surface as described earlier. Alternatively use a level arch file turned on its side if resources are not available. Discomfort on writing - try the alternative pencil grip (more suitable for the older child). Place the pen in between the index and the middle finger, supporting the pen underneath with the thumb Allow regular writing breaks Provide opportunities for different writing positions (more manageable with younger children!) e.g. lying on their tummies on the floor, positioning large pieces of paper up on the wall. Consider whether the tools are right for the job: Lined paper is better than plane. Glossy paper is hard to use with a biro, as the surface is too slippery. Felt pens may not be helpful for children with tight grips as the fibres splay. This is similar with fountain pens. Where there is too much pressure: Use leaves of carbon paper under the writing page. Provide a pad of paper to write on. Try retractable pencils- these tend to snap if pressed too hard and again will give some sensory feedback. Some children can develop a reluctance to participate in pencil/writing tasks if they are ware that their work is not as good as their peers. Encourage informal pencil activities and opportunities to use motivational tools: Vibrating pens Doodle pens Magic writing pads (Early Learning Centre, Tescos) Magic painting books (good stationers) Stamper and roller pens (Toys R us) Difficulty with making shapes/ patterns and organising work What you may observe: Difficulty producing shapes eliminate any perceptual problems or visual acuity problems . Starting work from the middle of the page if this is happening, consider where the paper is positioned. Is it excessively over to the side of the writing hand? Letters do not sit on the line. Suggestions: Check paper position. This should be place toward the mid line of the writer. If the child is right handed it should be tilted slightly towards the left. If the child is right handed it should be tilted slightly toward the right. Difficulties sitting letters on the line - use additional cues: Raised lined writing paper. Mark lines more boldly with coloured pens use e.g. green for the grass and blue for the sky. To ensure writing begins to the left hand side of the page, use colour again to draw the eye to that side e.g. using green margin lines for go on the left and red margin lines on the right of the paper. Use squared maths paper. Use a window card to aid the spacing of letters. Attach an alphabet strip to the back of a ruler or inside the cover of a book. Provide activities to develop mental images of letter/word shapes e.g. playing feely bag games, draw a letter on your back, mystery writing. Difficulty Getting work down at speed What you may observe: Unfinished work free writing and copying Poorly organised content For children who have difficulty in this areas their first effort will be their best. Avoid keeping them in a break times to complete work. They are likely to need this break in order to cope with the rest of the day. Suggestions: Allow other methods to record thoughts especially where the child is being assessed for knowledge gained rather than on handwriting competence. Use prepared photocopied work sheets Use a writing buddy Use pictures rather than words to record/note information such as diagrams or story boards Develop mind mapping and brain storming techniques. A useful and easy text is Introducing Mind Mapping to Children in 12 Easy Steps by Eva Hoffman from  HYPERLINK "http://www.accelerated-learning.co.uk" www.accelerated-learning.co.uk. Alternatively use software programmes such as Kidspiration or Inspiration (from ICT suppliers see below) Develop keyboarding skill. Useful programmes are Spongebobs typing programme (available on the high street or from Amazon) Quicktype (available from ICT suppliers see below) Information on ICT AVP School Hill Centre Chepstow Monmouthshire NP16 5PH Tel: 01291 625439 E-mail: sales@avp.co.uk Website:  HYPERLINK "http://www.avp.co.uk" www.avp.co.uk REM Great Western House Langport Somerset TA10 9YU Tel: 01458 254700 E-mail:  HYPERLINK "mailto:sales@r-e-m.co.uk" sales@r-e-m.co.uk Website:  HYPERLINK "http://www.r-e-m.co.uk" www.r-e-m.co.uk  IANSYST Fen House Fen Road Chesterton Cambridge CB4 1UN Tel: 01223 420101  HYPERLINK "http://www.iansyst.co.uk" www.iansyst.co.uk RM New Mill House 183 Milton Park Abingdon Oxon 0X14 4SE Tel: 0800 0197982 E-mail  HYPERLINK "mailto:primarysales@rm.com" primarysales@rm.com  HYPERLINK "http://www.rm.com" www.rm.com  Useful Publications and Resources Handwriting A teachers Guide by Jane Taylor Fulton Publishers ISBN 1-85346-765-0 Write Dance Lucky Duck Publishing 23 Wellington Part Bristol BS8 2UW Tel: 0117 9732881  HYPERLINK "http://www.luckyduck.co.uk" www.luckyduck.co.uk Write from the Start Available from  HYPERLINK "http://www.specialdirect.com" www.specialdirect.com Anything Left Handed 57 Brewer Street London, W!R 3FB Tel: 0207 437 3910 www. anythingleft-handed.co.uk Handwriting Special Interest Group www.nha-handwriting.org.uk Handwriting without Tears Janice Olsen (1998) Jan Z Olsen 8802 Quiet Stream Ct Potomac MD 20854  HYPERLINK "http://www.hwtears.com" www.hwtears.com     Sharon Drew MA (SEN) DipCOT Updated April 2007 PAGE  PAGE 6 Article Handwriting Review >; < P R % 2 3 ~ ~ WBaRSsź~qiq~____J~)hE5OJQJ\^JehrhwOJQJ^JhE^JaJhE5OJQJ\^Jhw5OJQJ\^J-hE5CJOJQJ\^JehrhEOJQJ^Jh_jChE6OJQJ^Jh_jC6OJQJ^Jh_jCh_jC6OJQJ^J'hECJ OJQJ^JehrhE'hECJ$OJQJ^Jehr=>; < R S y   z  h $ % 2 3  & F ! & F$a$gd_jC$a$$a$-2.3  $%QRSrsF & F & F & Fh^h & FF&Buw_epk|~k,-OP ǽ齷隌hw^JaJh ahE5OJQJ^Jh ah a5OJQJ^JhE5CJOJQJ\^J hE^Jh aOJQJ^JhwOJQJ^Jh_jC^JaJh a^JaJhE^JaJhEOJQJ^JhE5OJQJ\^J4%&kl~0$,-&r & F  & F  & F  & F   Bf+OP & F#$d%d&d'dNOPQ & F & F 8^8gd a & F gd a & F  !! !!!L"M"f"g"""""v#$ & Fa$ & F & F & F & F ^` !!!L"M"f"g"""""v#{#|#####$$$$$.%M%}%~%%&&L&f&&&&&&&򡝡|njhh'bh_jCU hh'bh_jCjhh'bh_jCU h_jCaJh_jCh_jCaJh_jChEhE5\^Jh a5\^JhE6]^J+hE56CJ\]^Jehr h a^JhEOJQJ^JhEOJQJ^JaJ hE^JhE^JaJ&v#w#x#y#z#{#|########W$$$$$$}%~%$ & Fa$ !$ & Fa$ $^`a$$a$gd a$^`a$gd a~%%%&q' (!(4(5(9(M(V(d(m(((((((() ) $ !$Ifa$ $$Ifa$ $$Ifa$$a$$a$ $ & Fa$gd_jC$ & Fa$&''q'( (3(4(5(9((((((((((((( )')()ǻǪڛsǻbO$jhEB*OJQJU^Jph h#PhEOJQJ^JmHsHhE0JB*^Jph"jhEB*U^JphhEB*^JphjhEB*U^Jph hwhEOJQJ^JmHsHhECJOJQJ^JhEOJQJ^JhE5\^J hE^J h_jC^Jh_jCjhh'bh_jCUhh'bh_jC0J^J ))c))))))))))))){ $$Ifa$$a$lkdN$$Ifl09 04 la $$Ifa$()N)O)P)a)b)c)m)n))))))))))))*vl`VlVHVjh#POJQJU^Jh#POJQJ^JhECJOJQJ^JhEOJQJ^JhE0JB*OJQJ^Jph*jhEB*OJQJU^JphhEB*OJQJ^Jph-h#PhE0JB*OJQJ^JmHphsH$jhEB*OJQJU^Jph*jhEB*OJQJU^Jph)h#PhEB*OJQJ^JmHphsH* *!*2*3*4*5*6*8*9*:*h*i*q**********ĺĺuuaNu<#jh#POJQJU^JmHsH$h#Ph#P0JOJQJ^JmHsH'jhH3h#POJQJU^J h#Ph#POJQJ^JmHsHh a5>*OJQJ^JhE5>*OJQJ^Jh ah a5>*OJQJ^JhEOJQJ^Jh#POJQJ^Jh aOJQJ^JhH3h#P0JOJQJ^Jjh#POJQJU^J'jhH3h#POJQJU^J)4*5*6*9*:*I*Y*c*h*q******lkd#$$Ifl09 04 la $$Ifa$**********+++ +!+"+u+w+ȵ򤓂p^L^pB:BhE^JaJhEOJQJ^J#hJeOJQJ^Jehr#h#POJQJ^Jehr#hEOJQJ^Jehr h_jChEOJQJ^JmHsH h#PhEOJQJ^JmHsH h#Ph aOJQJ^JmHsH$hH3h#P0JOJQJ^JmHsH#jh#POJQJU^JmHsH/jrhH3h#POJQJU^JmHsHh#POJQJ^JmHsH*****!+"+u+v+w+++++++,,(,{,|,,,,,, ^`$a$$a$ & Fh^h$a$w++++++++++,,,&,(,7,8,b,c,d,y,z,{,|,,,,,ʽʩԚuauRuGhE5\^JaJhH3h#P0JOJQJ^J'j|hH3h#POJQJU^Jjh#POJQJU^Jh#POJQJ^JhE5OJQJ\^JhH3hw0JOJQJ^J'jhH3hwOJQJU^JhwhwOJQJ^JhwOJQJ^JjhwOJQJU^J hE^JhEOJQJ^JhE>*CJOJQJ^J,,, ---$-%-?-----------------------мб셖yqmqmqmqmd[d[dWhEhJe6CJ]hE6CJ]hEjhEUhE0JOJQJ^J!jYhEOJQJU^JjhEOJQJU^JhE>*CJOJQJ^Jh#PhE^JaJ'h#Ph#P0J5B*\^JaJph!h#Ph#P0JB*^JaJphhE5\^JaJhEOJQJ^JhwOJQJ^J,, -%-?-S-_-t-|---------------.&`#$$a$$a$$a$ ^`h^h--.... ......0.1.2.3.hEOJQJ^JhE hE6]h_jC0JmHnHuhE hE0JjhE0JU....0.1.2.3.$a$$h]ha$&`#$h]h,1h/ =!"#$% DyK www.accelerated-learning.co.ukyK Nhttp://www.accelerated-learning.co.uk/DyK www.avp.co.ukyK ,http://www.avp.co.uk/DyK sales@r-e-m.co.ukyK 2mailto:sales@r-e-m.co.ukDyK www.r-e-m.co.ukyK 0http://www.r-e-m.co.uk/$$If!vh55#v:V l054DyK www.iansyst.co.ukyK 4http://www.iansyst.co.uk/DyK primarysales@rm.comyK 6mailto:primarysales@rm.comDyK  www.rm.comyK &http://www.rm.com/$$If!vh55#v:V l054DyK www.luckyduck.co.ukyK 8http://www.luckyduck.co.uk/DyK www.specialdirect.comyK <http://www.specialdirect.com/DyK www.hwtears.comyK 0http://www.hwtears.com/@@@ NormalCJ_HaJmH sH tH B@B Heading 1$@&5>*CJaJ:@: Heading 2$@&5\:@: Heading 3$@&6]V@V Heading 4$@&!56CJ\]ehr@@@ Heading 5$$@&a$5\DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List 6U@6 Hyperlink >*B*ph@/@@ Listh^h` OJQJaJ@@@ Header  ! 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