Re: Nsw Foundation Handwriting Free
Vida Hubbert
This program includes a pdf book- that contains everything that a therapist, teacher, or parent needs to know to begin the handwriting sessions. On top of the book, this program also includes a VAST amount of printable activities, targeted at skill progression and academic readiness.
It can be utilized by teachers who have preschool students struggling with pre-writing skills, and by therapists who are treating children with developmental delays. Additionally, it can be used as a guide for families of typically developing children to facilitate foundational skills that will set them up for future academic success.
This book includes an in-depth informational section that explains the concepts and foundations that are utilized throughout. In addition, this section features tips, helpful skills, and concerns that therapists, teachers, and parents may be interested in learning more about. The topics include:
Accompanying the Foundations of Handwriting book, is a vast collection of recommended activities, carefully chosen by experienced OTs for each level of handwriting. This collection includes 6 different levels of printable activities that are measured based on skill. We have also included a BONUS level of activities for you, that can be used by all levels of kiddos!
The book includes a guided program that can be used in various settings such as preschools, therapeutic schools, kindergarten handwriting lessons, and homeschooling. It can be utilized by teachers who have preschool students struggling with pre-writing skills, and by therapists who are treating children with developmental delays. Additionally, it can be used as a guide for families of typically developing children to facilitate foundational skills that will set them up for future academic success.
It also includes an in-depth informational section that explains the concepts and foundations that are utilized throughout. In addition, this section features tips, helpful skills, and concerns that therapists, teachers, and parents may be interested in learning more about. The topics include:
Accompanying the Foundations of Handwriting is a vast collection of recommended activities from Therapy Materials Vault. This collection includes 6 different levels of printable activities that are measured based on skill. Choose one level that is the most fit for your kiddo for free.
The Epilepsy Community Forums are closed, and the information is archived. The content in this section may not be current or apply to all situations. In addition, forum questions and responses include information and content that has been generated by epilepsy community members. This content is not moderated. The information on these pages should not be substituted for medical advice from a healthcare provider. Experiences with epilepsy can vary greatly on an individual basis. Please contact your doctor or medical team if you have any questions about your situation. For more information, learn about epilepsy or visit our resources section.
I am new to this forum. I have been on seizure medications for the majority of my life. Overall, my seizures are well controlled on medication. However, over the years, I have experienced a significant decline in my handwriting. Yes, with the increased reliance on technology, I don't HAVE to write as much as I did in college or high school, so I don't. Yes, you could say that I am "out of practice" but I was wondering could this decline in handwriting be related to long term effects of seizure medications? I am currently on Keppra and have been for at least 2.5 years. Prior to that i tried Topamax for about 8 months but could not tolerate the "word finding" problems. Prior to that i was on Keppra for approximately at least 10 years. Other medications I have taken have included: Phenobarbital and Dilantin (as a child) and Depakote.
Graphomotor skills are the foundation for learning and growth from an early age all the way through adulthood. Understanding and identifying the underlying skill sets for good graphomotor skills and creating interactive and engaging treatment plans to address these deficits will ensure that students have the foundation necessary to meet the writing demands in the academic setting. This course will break down what is needed to master graphomotor skills, as well as fun and engaging treatment ideas to help students develop the skills necessary for writing.
My son is in reception year and has dyspraxia. He has had occupational therapy and is really coming on well with his gross and fine motor skills. At home we have tried cursive handwriting with him as his school starts cursive from reception. He has found it very difficult and developed a complete aversion to fine motor skills. We then tried with print and he has found the letter formation much easier. He has developed sufficiently well to write his name and other words and feels very proud of himself. We mentioned that to his school teacher and she said that it was completely unacceptable to do printed writing in the school even if he is on the SEN register. They say if he cannot do cursive, this is evidence that he is not capable of writing full stop. My son is really motivated and loves printing so I do not want to stamp on his new confidence. We are seeing his headmistress to discuss this on Monday. Unfortunately his OT will not support us as she said that she can not interfere with school policy. Surely schools should be able to accomodate kids with special needs like dyspraxia! Does anyone have advice on how to tackle the head on Monday?
My foster son has just had an assessment and they think he has dyspraxia, not confirmed yet, he is a yr 5 child but because of his needs the school has placed him in a yr 2/3 class, this is much better for him, and the school did this in his best interests even though it is against county policy to place children in 'out of year' classes. So, what I am saying is that policy can be flexible, however, this needs flexible attitudes from those who impliment policy.
I'm not qualified to talk about how writing is taught in school because I'm not a teacher, so my comments here are as a mother (and from my perspective as an early years practitioner). It sounds to me that the school is trying to make your little chap fit into their systems and their philosophy and not really looking at his individual needs and rights as a learner. I nearly choked at the bit about his lack of skills with cursive writing meaning he couldn't write.
I don't write in a cursive style, but my writing is legible and able to convey meaning. I know there is all sorts of research that shows the benefits of teaching a cursive learning style - but I would have thought that adopting a 'one style fits all' style of teaching handwriting might exclude some children. If your brain is simply wired differently and you 'don't get' cursive at all does that make you doomed to be a non writer all your life?
I know there are lots of experienced, sensitive teachers on here - and I'm sure they'll be able to offer you some support either to explain why it is so important that your son learns the cursive style, or to tell you how they support children for whom the cursive style is difficult to master.
If it were me speaking to the head about my child I would go in and explain how thrilled you are at the progress your son has made (and how proud of himself he is), have a frank conversation about how difficult he found the cursive style to learn, and ask him or her to tell you how the school will help his continued development, or to justify why it is so important for him to learn the cursive style. I would also do some research into the benefits of cursive handwriting in order to get an idea of the skills children need to have in order to master it. This might help you identify why your son found it so difficult and strengthen your case for enabling him to continue printing.
a set of visible or tactile signs used to represent units of language in a systematic way, with the purpose of recording messages which can be retrieved by everyone who knows the language in question and the rules by virtue of which its units are encoded in the writing system.
In Reception to begin to change mark making into 'writing' should be a wondrous discovery, to know that another person can identify your name by the 'marks' that you consistently make should be the experience for this age child. To praise any attempt that is consistent ie: my daughter 'writes' her name but misses out one letter, she isn't chastised for this, let alone what 'style' she uses ( part capital, part lower case) What we do is show her we recognise ( read) her writing, show her how useful it is that we now know which are her pictures etc because they are named by her. and every scrap piece of paper in the house currently has her 'signature' on it because she gets great satisfaction and sense of pride in her new found skill, she wants to 'make her mark' every where.
If I'd chastised her and told her "no you've written that wrong, you can't write," how on earth would that empower her to try harder, to deny her her sense of achievement at the level she is at would be wrong.
maybe some teachers will be along to comment and give guidance, I am aware that cursive writing style is seen as enabling children to then progress to 'joined up writing' and therefore I am not denying that this style is inappropriatte, I'm just saying that it should not be mandatory for your son. Children have in the past progressed from 'printing letters' to joined up, and actually when I write I prefer the 'printed' style as an adult.
The overall reason I can find is to help with speed in later life, note taking etc. I cant find anything that says its better for a 5 or 6 year old. In fact the most I can find is that it should be taught as a seperate lesson and that it is an art form.
I feel that if he is attempting to write, whatever the style then fantastic. These things have to be approached in steps, ( as with all things) and if he needs to spend longer on the printing step then fine, at least he is trying and feeling good about his attempts.
7fc3f7cf58