Dysgraphia Learning Disorder:

Dysgraphia is a deficiency in the ability to write, regardless of the ability to read, not due to intellectual impairment.
People with dysgraphia usually can write on some level,and often lack other fine motor skills, finding tasks such as tying shoes difficult. It often does not affect all fine motor skills. They can also lack basic spelling skills (for example, having difficulties with the letters p, q, b, and d), and often will write the wrong word when trying to formulate thoughts (on paper). In childhood, the disorder generally emerges when the child is first introduced to writing. The child may make inappropriately sized and spaced letters, or write wrong or misspelled words despite thorough instruction. Children with the disorder may have other learning disabilities, but they usually have no social or other academic problems. Cases of dysgraphia in adults generally occur after some neurological trauma. Dysgraphia may also be diagnosed in a person with Tourette syndrome, ADHD or an autism spectrum disorder such as Asperger's. The DSM IV identifies dysgraphia as a "Disorder of Written Expression" as "writing skills (that) ...are substantially below those expected given the person's ...age, measured intelligence, and age-appropriate education."

A mixture of upper/lower case letters, irregular letter sizes and shapes, unfinished letters, struggle to use writing as a communications tool, odd writing grip, many spelling mistakes (sometimes), pain when writing, decreased or increased speed of writing and copying, talks to self while writing, muscle spasms in the arm and shoulder (sometimes in the rest of the body), inability to flex (sometimes move) the arm (creating an L-like shape), and general illegibility. Reluctance or refusal to complete writing tasks.

Many people who are dysgraphic experience pain while writing. The pain usually starts in the center of the forearm and then spreads along the nervous system to the entire body. This pain can get worse or even appear when a dysgraphic is stressed. Few people who do not have dysgraphia know about this, because many with dysgraphia will not mention it to anyone. There are a few reasons why pain while writing is rarely mentioned:

• Sufferers do not know that it is unusual to experience this type of pain with writing.
• If they know that it is different from how others experience writing, they feel that few will believe them.
• Those who do not believe that the pain while writing is real will often not understand it. It will usually be attributed to muscle ache or cramping, and it will often be considered only a minor inconvenience.
• For some people with dysgraphia, they no longer write, and just type everything, so they no longer feel this pain.

Treatment for dysgraphia varies and may include treatment for motor disorders to help control writing movements. Other treatments may address impaired memory or other neurological problems. Some physicians recommend that individuals with dysgraphia use computers to avoid the problems of handwriting.

Occupational therapy could be considered to strengthen muscle tone, improve dexterity, and evaluate eye-hand coordination. Dysgraphic children should also be evaluated for ambidexterity, which can delay fine motor skills in early childhood.

Often small things can help students with dysgraphia, such as allowing them to use a preferred writing utensil or allowing them to submit typewritten work instead of requiring their work to be handwritten.

Suggestions for teachers and parents:
1. Use of small pencils (a typical pencil cut in thirds) golf pencils, or triangular shaped pencils all promote a functional grip. Jumbo pencils are useful for individuals with tremors or some types of cerebral palsy.
2. Ensure that solid handwriting instruction has taken place. The student should be able to tell how each letter is made using the same verbiage as the teacher.
3. Before the student begins to compose a paper, have them engage in prewriting activities such as webbing, or verbalizing what they will write about.
4. Use pre-lined paper that has yellow highlighting where the words are supposed to go
5. Allow students extra time to complete in-class assignments; otherwise they won't get the benefit of the instructional practice
6. Get students keyboarding early on
7. Allow students to use laptop or other computer for class work
8. Allow children to dictate to an adult; they can then recopy if necessary
9. Allow children to dictate into a tape recorder; they or an adult can transcribe later. This allows the creative output process to occur without being stopped by the execution problem.
10. Have compassion and know that this issue has nothing to do with intelligence or behavior.
    

National Institue of Neurological Disorders - http://www.ninds.nih.gov/disorders/dysgraphia/dysgraphia.htm
National Center for Learning Disabilities - http://www.ncld.org/index.php?option=content&task=view&id=468