DS2 is in year 3 and has been diagnosed with HFA with problems with hypermobility and he is also 'gifted'. He struggles to write and is visited termly in school by OT and the school have received further advice from Potential Plus.
The latest OT reports highlights on-going difficulties with finger spacing. He either uses no spaces so that writing is a long series of letters or he uses spaces randomly in the middle of some words whilst running others together. I find it very difficult to read his work and by the last sentence have usually been forced to give up even though I know what topic he is writing about. Output is also limited - 2 to 5 sentences. He sort of says all that he wants to in the first 2 sentences and then adds on random speech like comments to make it longer iykwim. Writing for an audience is lost on him - he started a letter to the head teacher with "sup" -yoof speak for 'hello' (what's up?)
He was levelled at 2b last term. The level descriptors that I have for 1b refer to spacing being irregular and that most work can generally be read without mediation. To score 1a, spacing should be accurate and the writing be able to be read without mediation.
His attainment within the level descriptors is very uneven as his use of punctuation, alliteration and formal grammar etc is very good (99th percentile at single word level) but he has narrative delay and poor comprehension and so what he writes is a little idiosyncratic. There are also the handwriting issues.
I have a teacher/parent consultation next week. In previous conversations and IEP reviews the teacher has justified increasing his levels despite him not achieving earlier targets. Is this normal/good practice?
Any advice on how to approach this would be gratefully received.
TIA
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Primary education
How important are finger spaces?
7 replies
KOKOagainandagain · 26/02/2014 10:37
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