Dysgraphia

[dcmom]

It came to my attention about a year ago, that both of my PANDAS daughters have probable dysgraphia. It is now at the top of my list, and I am ready to start figuring things out. (It has not really been an issue in school yet).

 

My older daughter, now in grade 6, is an excellent student; bright, engaged, straight As. In second and third grade she was one of the top three spellers in her class. Her handwriting was beautiful. In fourth grade, pandas hit hard, and we were scrambling. Fast forward to fifth grade, and her handwriting is VERY average (meaning not great, but teachers don't seem to be as picky these days), and her spelling is poor. I have no doubt PANDAS is the underlying cause. It has not affected her grades, as she can learn to spell for a spelling test, and most written assignments are either done on the computer (spell check) or I spell check for her.

 

Pandas hit my younger daughter at age 5 (she is now in 3rd grade). I do have some writings of hers that are beautiful, but that is not the norm, and actually now that I am researching, I think they are instances of final copies from a rough draft. Her typical handwriting (in school and homework) is not good. B's and D's are usually reversed, letters are large (out of the lines), different sizes, and the spacing is off. Her spelling is TERRIBLE. It is creative, somewhat phonetic, and NEVER consistent. She can also study for a spelling test and get As and Bs- but she never retains the spelling of these words.

 

From my initial research, I would say they both have dyslexic dysgraphia.

 

My initial plan is this: I plan to meet with the older daughter's English teacher, and my 3rd grader's teacher. I will fill them in on pandas, and my concern that they may have dysgraphia (in the older daughter it is definitely mild, she is an awesome writer. The younger one CAN put together sentences and paragraphs, but her writing is NO WHERE near as sophisticated as her verbal ability and expression.). I will give them a few articles I have seen on dysgraphia. I will ask them if, this year, they could just make some classroom level accommodations for this issue, and keep their eye on their handwriting/ spelling vs other kids their age. The basic accommodation I would ask for is not to mark them down for neatness or spelling.

 

In the meantime, I will consider testing (probably for the younger) to get a diagnosis and IEP.

 

The older daughter is aware of her spelling difficulties, and watches for them. Those with older kids- do you think she can manage going forward without accomodation? Are most graded assignments in middle/ highschool done on the computer?

 

I plan to get the younger daughter writing in cursive, as I have read this can be easier for many with dysgraphia.

 

Any info or suggestions would be appreciated!!!

 

Thanks!

[tpotter]

You should definitely have your daughters evaluated by an Occupational Therapist. You should be able to get this done for free through your school district. I would definitely want accommodations for your kids (both my have (had) them...one is now in college, believe it or not.) Even if they don't consistently need it, the fact that they might, is definitely an issue. Also, you can refer the Occupational Therapist to the NY State Occupational Therapy website: NYSOTA.org. Then have them click on "Is There a PANDA in your caseload." Tons of information about PANDAS issues with handwriting. I would use that information coupled with your handwriting samples. I don't know that you will necessarily get an IEP, because they have to be classified as special education, but if they are not able to get an IEP, you can argue for a 504 plan, which is where a child has a disability, but does not need special education, but does need accommodations and modifcations.

[smartyjones]

tpotter -- i know i jump to learn from your expertise -- i just can't seem to help myself!!

 

do you have thoughts on the inability to think linearly? i can't really state that correctly -- but you know what i mean don't you? is that something that OT or spec ed can work on -- or is it something that accomodations are made to meet?

thanks.

[dcmom]

I am sorry, I did mean 504. My older daughter already has a 504- with almost nothing in it.

 

Thank you for your advice. Where do I find an occupational therapist? Should I contact someone at the school?

 

For the older daughter, truly, her handwriting is fine- it is the spelling, which is probably equivalent to the middle to lower end of the class- but her overall academic level is top of the class. I am wondering if accommodation will truly be needed, just for spelling issues.

 

For the younger, if things do not improve, accommodation will be very necessary. I know I can get her a 504, and her principal/ school is beyond supportive.

 

I can tell you that NEITHER will want accommodations- they are determined, proud and stubborn But if I at least get it in writing, we can decide what to implement.

 

So- Tpotter- what do you think- is there a way to work on this? Do you think cursive would be easier? Is there a way to work on spelling? Or is it really mostly accommodations we should be shooting for?

 

Thanks!

 

smarty- are you talking about linear thinking during written composition? That is definitely talked about with dysgraphia. I will see if I can find some links....

[dcmom]

smarty- here is a link. Lots of sites imply difficulty in composition, but don't talk about it extensively. It seems to be, if there is lots of difficulty with the mechanism of writing and spelling, that the student then loses track of the composition of what they are writing.

 

http://www.ncld.org/ld-basics/ld-aamp-language/writing/dysgraphia

[tpotter]

I would suggest you start by writing to your local school district, and tell them you need an OT evaluation. Put it in writing, so there's no question when you asked for it, because there are time limits. As far as whether cursive would work better or not, really depends on the individual child, and needs to be determined by the OT. Sometimes, when things are really bad, the child might even need a scribe (my son did several years ago.) There's also a ton of assistive technology these days (computers, ipods, ipads, just to name a few.) My son refused to get OT services, so I totally "get" where you're coming from about being too proud, but I agree that you should at least get the evaluation done, get it on paper, and then decide what you need when you need it.

[T_Mom]

Hi DCMom,

Good suggestions by our resident OT tpotter !

 

DCMom, if you are concerned about "written expression" as well as "handwriting/letter formation" now is the time to ask for an evaluation in both areas --

 

A note to the school counselor, making a formal parent request for special education testing in the areas of written expression/writing ability as well as OT issues related to handwriting should get you an evaluation in both areas. At least a review.

 

If it was me, I would tell them you are concerned that there are complications left behind as a result of the neuro-psych. after-effects of PANDAS episodes.

 

Whether or not this is due to missed school time due to illness, or physical residual issues, it does not matter.

 

What you want assurance of is that their writing and written-language abilities are on-grade-level and/or equivalent with their ability levels. Keep us posted!