Handwriting, spelling and NC

[shouldwestayorshouldwego]

Just wondering what happens if a child's handwriting and spelling are poor but they are fairly able in other ways. Will they be able to access more advanced parts of the curriculum, or will they stay at that point until they improve? And what about if they are unable to improve?

Dd2 is in yr3. She has a number of issues which are becoming more significant and her teacher has said that she will not be able to progress if her spelling and handwriting doesn't improve. 'It is all about presentation'.

We are currently investigating a dx for sensory processing disorder and possible dyspraxia. Would that make a difference? Her handwriting is legible and she writes phonetically plausible but incorrect spellings - e.g. shoos instead of shoes. Her reading has been slow but is improving considerably over the past few months. She is frustrated at school, she says that the work is too easy and boring.

Both dh and I had messy handwriting - I still can't read his. My spelling only really improved as I began to word process more (we have 9 degrees between us both undergrad and postgrad). We are concerned about the impact on her if she isn't challenged in other ways. Dh had loads of remedial work at school, but his handwriting didn't improve, so we don't have great confidence.

www.nj.com/mercer/index.ssf/2014/06/princeton_university_study_finds_students_more_likely_to_learn_by_taking_handwritten_notes.html

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Have you spoken to the SENco? I'd be investigating the root causes of her spelling and handwriting difficulties, the possibility of dysgraphia and seeking an assessor's view on her suitability to the use of a laptop / remedial handwriting exercises, OT, grips, a writing slope, etc.
A number of students who present with maladapted handwriting grasp difficulties have , in my experience, undiagnosed hypermobility - specifically, hyper extension in the DIP joint. Something to look out for by mentioning this to the assessor/ OT you may speak to.
These are often specific difficulties beyond the experience of most SENcos and class teachers.
I'd also begin to use a touch-typing programme at home. Nessy Fingers is an excellent one. It costs approx. £20 and works well on PCs as well as Apple computers. Don't bother with Dance Mat. Although the latter is free (BBC), you'll see slow progress. Ideally, your daughter's touch typing speed will be up to speed so that should the use of a laptop be recommended, she'll be able to take to it rapidly.

She does have a hypermobile first finger joint and she says that she does sometimes write LH although unlike her brother and sister she says it doesn't hurt when she writes RH for a long time. I have told the school, but they haven't been too interested. They have helped ds but he also has a hypermobile thumb joint. Each year I have asked the teachers about our concerns but they have always maintained that 'she is where we would expect her to be'. We have concentrated our efforts on getting her to read as that seems more vital. Finally we have been making progress with that, she just seems to find everything to do with literacy so hard.

Teachers are generally NOT qualified to comment on matters pertaining to OT or physiotherapy. I am speaking as a teacher with 20+ years of experience who has since qualified as a dyslexia assessor (PATOSS).
I highly recommend you seek appropriate professional recommendations of a paediatric OT / dyslexia assessor with a specialism in handwriting/ dysgraphia. Ask them whether they assessments will incorporate handwriting speed and an investigation of the impact of visual-motor coordination on spelling for your child. If a move towards the use of laptop for most written work will be recommended, you'll need to incorporate a programme of touch-typing into your daily schedule in order to facilitate the transfer with as little frustration as possible. You could easily begin straight away!

As SENCO I can make direct referrals to a paediatric occupational therapy service and myself and key members of staff have received training from them in how to identify common difficulties and on effective interventions.
I think it's very common for schools to work with other services in this way and many staff will be very experienced in supporting pupils.

My y4 DD has hypermobility. Her handwriting and spelling are pretty bad but she is in top sets for everything else. School have been very helpful although I did have to get an OT referral through pediatrician and physio. She has a wedge to sit on and a writing slope, she gets 1 OT session a week at school and goes to handwriting practice one morning a week before school. I don't see why poor handwriting and spelling would stop a child accessing maths or science or PE or reading.

My ds (same school) is having extra support for his handwriting and it doesn't seem to be holding him back - however he is in reception so still on EYFS not NC yet. Dd2 also had extra handwriting sessions but it hasn't held her back. If anything stage by stage dd2 is better than the other two at handwriting. I was just surprised that the teacher thought that these gaps would have such a global impact. It sounds as if it might not, at least not everywhere. I might try to go in later in the week to clarify the situation. The teacher was going to see about a meeting with SENCO to discuss situation - more so in terms of her sensory issues but I will raise this too. I feel that she has been under the radar for quite a while, her needs are not as apparent as others maybe, she works hard and doesn't complain too much.

Shouldwestay - I have a dyspraxic DD and have found the right pencil/pen and the Write From the Start program have helped hugely. She is ending yr 2 with much better handwriting, still not that fast but far more easily read but anyone. We use Stabilo Easyergo pencil are easiest on her hand and we don't end up with the sore fingers and hands at then end of the day.

My dd in year 5 has dyspraxia and hypermobility.School have been utterly shite. I have been shocked as to how poor their knowledge is as regards both.Had been nagging for years re handwriting,grip,pain,PE,maths etc. Even with an OT report provision is dire. I had to buy the wedge cushion and grips and she doesn't get what they suggest she should.

As a former teacher I have done shed loads at home over the years and dd is in high groups for everything.Over the years we have had complaints of boredom,work being too easy etc. I think there needs to be more training in schools as regards dyspraxia.Kids are often written off as lazy and we were told dyspraxic kids are often quite bright and frustrated.The ignorance we have come across has been shocking and text book predictable.

To get brutally honest you are going to need to be very proactive.Go to your GP,get a referral and do shed loads at home.

Re laptops my dd has just started using them for longer pieces of writing and I have to say the quality of what she writes,not hand writing and spelling but ideas,imagery,vocab,construction etc really improves as she isn't frustrated,confused by processing and putting up with achey wrists.

Good luck.

Just a quick update. Dd2 has moved schools (these issues weren't the only reason). She started this week. She can choose to do whichever level she wants to in any subject - this will work for her as she always likes to challenge herself. She can work wherever she wants to which will also suit her perfectly. Her teacher has everyday told me (in front of her) how well she has done in her maths.

Her teacher has also been praising dd2 on her handwriting (she knew this was an issue before). Dd2 says that now she is feeling less stressed her handwriting is better (she had said before that stress makes it worse). Haven't heard anything about spellings yet.

She says that she is happier than she has been since reception. The class is much calmer and she can focus. Even the lights don't give her headaches. She seems to be making some friends and she already knew a few girls. I realise that some of this might be the novelty but for now we have definitely made the right decision.

Oh Shouldwe, what wonderful news. I'm delighted for you both. Doesn't that just show that teachers and schools can vary so much and have such a significant affect on our children. Huge decision. Wonderful outcome!
You may need to think of another MN name now

My eldest son had terrible writing from primary school up until,about now, year 9. He seems to be doing very well so I would ask the teacher to explain exactly why your child will be held back because her writing isn't as neat as they might want.

My other child also had the incorrect teaching for writing but suddenly his writing is the right size and lovely, he's just finishing year five. He also has great ideas, doesn't enjoy writing so rushes to get them done -hence part of the messiness - but he hasn't been held back.

I just saw the update but thought I'd leave my post anyway. Wonderful news. Well done MiniShould .

I would think that solutions need to be worked out that best suit your daughter? and be based on whether it is a reasonable expectation that handwriting issues can be resolved

I have a son with dyspraxia along with joint hypermobility. Teachers and TAs have spent a lot of time supporting him in developing his handwriting. It is still awful. He is an articulate boy with advanced vocabulary - his scribed assessments always scored at very high levels.

It started to dawn on me that the focus on handwriting was in fact holding him back / limiting him. SO I pressed the school to rather insist he uses a computer and have engaged a tutor to help him gain what was lost while the focus was on handwritten work. He has blossomed; some of his typed writing is so beautiful it makes me very teary.

I know a dyspraxic girl in Year 9 who has had access to a laptop during all lessons since year 6 - she finds it critical to being able to keep up. Handwriting is very tiring for dyspraxic children - you have to think about whether you want your child to put their energy into a skill or into learning.