LEARNING PROBLEMS

Dysgraphia

Causes:

Causes: Writing defective without significant neurological or intellectual justified There are two types of dysgraphia: Motor dysgraphia: This is motor deficit. The child's motor dysgraphic understands the relationship between the sounds heard, and pronounce it perfectly, and the graphic representation of these sounds, but is writing difficulties as a result of poor motor It manifests itself in slow, motion graphics differentiated, undifferentiated graphic signs, improper handling, improper posture and pencil to write Dysgraphia specified: The difficulty to reproduce the letters or words do not serve a purely motor disorder, but the poor perception of the shapes, spatial disorientation and temporary, rhythm disorders, etc., Commits any fine motor Children with this dysgraphia may have: þ stiffness of writing: With tension on the control of the Graphics þ loose: With irregular writing but with few errors other þ Impulsivity: Writing poorly controlled, fuzzy letters, poor organization of the page þ Disability: Writing clumsy copying of words had great difficulty Slow and meticulous þ: Writing very regular, but slow, strives for precision and control Diagnosis School Diagnosis entered the classroom is to specify the degree of disturbance and to specify the type and frequency of graphic error This procedure will need to correct the child's daily production, highlighting the failure to retrain with adequate exercise. Individually tests will be performed such as: Dictation: letters, syllables or words. It gives a bit of difficulty according to the grade level of the child. The simplest is to remove the book usually uses the child for the grade. Perform error analysis Spontaneous writing test, aimed at kids who write. The slogan is: "write what you like" or "what you want." Text errors were brought following the classification of common mistakes identified in the etiology of this disease Copy: a print piece and another in italics, reproducing the text as it is, and then two texts, one in print to pass the italics, and another in italics to go to press Here we see if the child is able to copy without errors and omissions; or can it change the letter (which implies a process of analysis and synthesis) If the child can not copy sentences, is asked to copy words, syllables or letters Treatment Treatment of dysgraphia covers a wide range of activities that may be created by the teacher to have the record of errors committed by the child. It is advisable to carry a notebook or folder of work apart from classroom, to facilitate the inclusion of new exercises and thorough correction The treatment aims to restore the overall coordination and manual and body schema acquisition, rehabilitation and care graphical perception, to stimulate hand-eye coordination, improving the oculo-motor process, educate and correct execution of basic movements involved in writing (straight, wavy) and take into account concepts such as pressure, brake fluid, etc., improve the performance of each of the gestalten involved in writing, that is, each of the letters, improve writer fluency, correct posture, finger, hand and arm, and care for paper position There are two types of dysgraphia:

1 .- Global Psychomotor Psychomotor fine: The psychomotor exercise involves teaching the child what the appropriate positions a) Sit well back against the chair back b) not much closer to the road head c) Bringing to the table chair d) Place the back of the chair parallel to the table e) Do not move the paper continuously, because the lines will come out crooked f) Do not put your fingers far apart from the tip of the pen, if not this dance and the child controls the writing g) If your fingers are very close to the tip of the pen, is not what is written and fingers are tired h) Place the fingers on the pencil at a distance of approximately 2 to 3 cm leaf i) If the child writes with his right hand, can be tilted slightly to the left paper j) If the child writes with his left hand, you tilt the paper slightly to the right 2 .- Perception .- perceptual difficulties (spatial, temporal, visoperceptivas, attention, etc.) Are causing many errors in writing (fluency, pitch, yaw, etc.) Should be temporal rhythmic work orientation, attention, confusion set -bottom, visual reproduction model 3 .- Visomotrocidad .- The hand-eye coordination is essential to a successful writing. The goal of rehabilitation is to improve visual-motor oculomotor processes that will facilitate the act of writing. For visual-motor recovery can be performed the following activities: perforated punch, cut with scissors, torn with the fingers, threaded, shaped and filled with clay or colored models 4 .- graphomotor graphomotor .- The rehabilitation aims to educate and correct execution of basic movements involved in writing, rehabilitation exercises are to stimulate the basic movements of the letters (straight, wavy) and take account concepts such as pressure, brake fluid, etc. The exercise can be: straight-line movements, movements of curls and waves, circular-type curvilinear motion, frets on ruled paper, ruled paper complete symmetry and review drawings dotted 5 .- Grafoescritura .- This point of re-education to improve the implementation of each of the gestalten involved in writing, that is the letters of the alphabet. The drill consists in calligraphy 6 .- .- Further writer the exercise is to improve the fluidity writer, correcting the errors. The activities may include: joining of letters and words, pitch letters and lines, working with grids then perform any exercise of psychomotor rehabilitation. It must have 10 minutes to relax 7. Relaxation .- Touch fingertips with the thumb. First slowly and then becomes faster. Can also be done with eyes closed Join the fingers of both hands, thumb to thumb, index and index. First slowly, then faster. Can also be done with eyes closed Tighten the fists, keeping tight, count to ten and then open.Treatment of dysgraphia covers different areas: School Diagnosis entered the classroom is to specify the degree of disturbance and to specify the type and frequency of graphic error This procedure will need to correct the child's daily production, highlighting the failure to retrain with adequate exercise. Individually tests will be performed such as: Dictation: letters, syllables or words. It gives a bit of difficulty according to the grade level of the child. The simplest is to remove the book usually uses the child for the grade. Perform error analysis Spontaneous writing test, aimed at kids who write. The slogan is: "write what you like" or "what you want." Text errors were brought following the classification of common mistakes identified in the etiology of this disease Copy: a print piece and another in italics, reproducing the text as it is, and then two texts, one in print to pass the italics, and another in italics to go to press Here we see if the child is able to copy without errors and omissions; or can it change the letter (which implies a process of analysis and synthesis) If the child can not copy sentences, is asked to copy words, syllables or letters Treatment Treatment of dysgraphia covers a wide range of activities that may be created by the teacher to have the record of errors committed by the child. It is advisable to carry a notebook or folder of work apart from classroom, to facilitate the inclusion of new exercises and thorough correction The treatment aims to restore the overall coordination and manual and body schema acquisition, rehabilitation and care graphical perception, to stimulate hand-eye coordination, improving the oculo-motor process, educate and correct execution of basic movements involved in writing (straight, wavy) and take into account concepts such as pressure, brake fluid, etc., improve the performance of each of the gestalten involved in writing, that is, each of the letters, improve writer fluency, correct posture, finger, hand and arm, and care for paper position.Diagnosis 5. Slow and meticulous :Writing very regular, but slow, strives for precision and control Motor dysgraphia: This is motor deficit. The child's motor dysgraphic understands the relationship between the sounds heard, and pronounce it perfectly, and the graphic representation of these sounds, but is writing difficulties as a result of p
The difficulty to reproduce the letters or words do not serve a purely motor disorder, but the poor perception of the shapes, spatial disorientation and temporary, rhythm disorders, etc., Commits any fine
Children with this dysgraphia may have: 1. stiffness of writing: With tension on the control of the 2. Graphics þ loose: With irregular writing but with few errors other 23. Impulsivity: Writing poorly controlled, fuzzy letters, poor organization of the page 4. Disability: Writing clumsy copying of words had great difficulty .Writing defective without significant neurological or intellectual justified