Dysgraphia the Objective of This Term Paper

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" (2001) When opportunities are provided to the students with Dysgraphia that accommodate writing challenges "they are more successful in the general education classroom." (Quenneville, 2001) Collaboration between classroom teachers and technology specialists is a requirement. Assistive technology has two primary purposes which are: (1) to augment an individual's strengths, thereby counterbalancing the effect of the disability; and (2) to provide an alternative mode of performing a task." (Quenneville, 2001) Assistive technology may either replace an ability that the student does not possess or assistive technology may provide necessary support for task completion due to impairment of the ability of the student.

One type of assistive tool is the computer, which assists the student through changing the writing process "...making it easier to develop and record ideas, to edit ideas, and to publish and share with others." (Quenneville, 2001) There are various supports, which may be used at various stages of the writing process. Talking word processors provide audio feedback to the student during the writing process including reading letters, words and sentences aloud and customization of features to the student's individual needs is possible. Types of talking word processors are those as follows:

1) Intellitalk II (Intellitools, Inc.);

2) Kid Works (Deluxe Knowledge Adventure);

3) Read & Write 5.0 (TextHELP Systems Ltd.); and 4) Write Out Loud 3.0 (Don Johnston, Inc.) (Quenneville, 2001)

Talking word processors generally include talking features as well as talking spell-checking systems. Another feature generally offered is the word prediction feature "which augments spelling and syntax to enable users to make choices, find words, and complete sentences." (Quenneville, 2001)

Another useful tool is the Portable Note-Taking Device, which make the provision of "an efficient means to record ideas and classroom notes and to complete assignments and demonstrate writing creativity.

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" (Quenneville, 2001)One example of this type of device is the AlphaSmart 3000 keyboard which has a very simple operating system and all the student has to do is turn it on and begin writing. The AlphaSmart automatically saves whatever is typed, the student may work back and forth between documents editing, copying and pasting and the AlphaSmart interfaces with both Macintosh and PCs.

Another tool that is useful for the student with Dysgraphia are 'Prewriting Organizers'. The writing process is inclusive of several stages including the planning stage which involves "...incorporation of brainstorming, clustering, and listing ideas, themes, or keywords." (Quenneville, 2001) the prewriting organizer assists students in mapping their ideas during the planning stage. (Quenneville, 2001; paraphrased) the use of technology in inclusive classroom "fosters belonging and interactive participation in general education classrooms" (Quenneville, 2001) for students with Dysgraphia. Technology assists the students in timely completion of tasks and motivates students. Increasing the use of technology assistive devices used by students with Dysgraphia assists the students in successful participation in interactive classroom activities and results in more positive academic outcomes for the student.

SUMMARY and CONCLUSION

Dysgraphia is a learning disability and is of the nature of a processing disability. Providing the correct assistive technology tools allows the student with Dysgraphia fully participate in all classroom activities and interactions; express their ideas and creativity; complete the assigned tasks in a more timely fashion; adapt their disability to the classroom environment; and succeed academically. Assistive technology tools and collaboration among teachers and technology specialists is a requirement in providing the student with the best possible education in the least restrictive environment as prescribed by.....

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