I am working with a young, highly able child K/1st grader who is struggling in a regular classroom setting with writing. His emotional state is a definite impediment to learning as he is presenting patterns of very poor behavior which exacerbate the situation.
I don't know if this contains new information, but it is certainly comprehensive and informative
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dysgraphia/understanding-dysgraphia
Thank you for your response Gordon ... I have looked at this source and, as you say, it is comprehensive and informative. I have also shared it with his parents. Although there is a great deal of information about this condition, I am always interested in learning more that may be helpful. When faced sometimes with disbelieving and untrained/prepared school faculty - especially when it concerns an otherwise highly able individual - I have found that the more perspectives I can offer the better. I tend to view situations from a holistic point of view (See: chandelierassessments.com). An example - not with regard dysgraphia, but an issue supposedly associated with ASD.
I had a young, highly able client (kindergartner reading at 3rd grade level, 140+ IQ) whose behavior and social interaction everyone in his school regarded as clearly indicative of some level of autism. They were pushing for implementation of an individual educational plan for him based on their perceptions. After some observations and research, I found he was hyperopic and this condition had only been detected during the later stages of development in the visual cortex - around three months. Although he received glasses at that time, it meant he was extremely far-sighted, had seen only very blurred images close-up and had not properly experienced his mother's facial expressions and body language. In other words the normal development of pragmatics was compromised. Given other tests and measures used at the time of my evaluation suggested very high levels of ability, the alternative view led to the implementation of strategies based on his being a highly able, visually impaired individual and not autistic. (See for example:http://www.autisticvision.com/doctors.html)
Thank you Magdalena ... you have mentioned many of the activities/strategies that I have suggested myself. It is very interesting - and encouraging - to know that you have enjoyed success with young people struggling with similar issues.
Since asking the original question I have been engaged in research especially in terms of the actual eyesight. An optometrist discovered issues with esophoria (a tendency for the eyes to turn inwards) and colour -blindness. Colour-blindness - especially in males - is well known. It can cause considerable difficulties by itself but in conjunction with other issues difficulties are intensified. The link between esophoria and dysgraphia is interesting. ( I wonder if anyone else might have some insights with respect to this ? ) Esophoria may not be as well known generally, but it appears to be a major factor with regards the case with which I am working.
While initially observing the child in his kindergarten class I heard the teacher and other attending adults talk to him in encouraging ways. However, by simply telling a child to "Try harder" is not a strategy - in this sort of situation - that will ever work. The fact is he can not see in the same way as his peers. He is dealing with overconvergence and thus he is struggling to make sense of lines and shapes that apparently make sense to everyone else but not him. The requirement to write (and his desire to write) just exacerbates his frustration, even more so given his awareness of the other children and the work they are able to complete.
When this is happening at the same time as he is being provided relatively low intellectual challenges for a child whose non-verbal and verbal cognitive abilities are at least two standard deviations above average, the range of 'poor' behaviors is predictable. The time he spends in the 'planning room' after verbal outbursts and disobedience adds up to hours each week. It is hardly surprising he does not want to attend school and his parents are consumed with anxiety about his social emotional and educational welfare.
The school was intent on providing my client with an individual educational plan (IEP) based on behavioral disturbance ... I am now requesting a plan to be offered based on visual impairment.
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