Anyone who helps students transform handwriting problems is called a

Word Changer

Why do Word Changers matter?

33% of students who are learning how to write have difficulty.

Up to 65% of people graduating from high school have difficulty designing legible paragraphs at a rate similar to their peers.

Many of these students end up in prison because they can read and write.

We are on a mission to equip 100,000 educators and therapists as WORD CHANGERS and help students succeed in school by overcoming the social-emotional trauma associated with illegible handwriting and dysgraphia. Transforming the awareness and perspectives of those educators will adjust the trajectory of one million students by 2025.

Education should be accessible to all children regardless of academic assessment results.

Who are Word Changers?

They are:

  • Regular Education Teachers
  • Special Education Teachers
  • Occupational Therapists
  • School Administrators
  • Parents
  • Anyone else working with students of any age who:
    • Take proactive action to support students with handwriting problems.

    • Make practicing handwriting essential to student success.

    • Understand that keyboarding is important, but it does not replace handwritten work.

Connect Dysgraphia

Reform Evaluations

Outline Interventions

Write Action Plans

Normalize Social Implications

Who is Cheri?

For years I felt incompetent writing effectively.

Arm and hand pain, spelling difficulty, and written articulation stopped me from overcoming my writing problems.

As a school-based occupational therapist, referrals for OT revolved around handwriting too.

Everyone kept asking me, “What is dysgraphia?”

I gave them a definition but had no idea how to apply it to the classroom.

I believe that if you desire a classroom of students who can read, write, and complete math problems proficiently, understanding dysgraphia is essential to student success.

Professional Connections


Cheri is an international dysgraphia consultant, author, and speaker who trains child development professionals to recognize invisible learning disabilities to help students overcome trauma and shame associated with their disability and rewrite their story through grace. She is the author of Amazon Bestseller’s book Handwriting Brain-Body DisConnect is an occupational therapist for 25 years with a private practice in Pennsylvania. She is a graduate of Alvernia and Misericordia Universities and has been an adjunct and guest lecturer. Cheri and her husband of 30 years have two adult children.

She encourages you to embark on a journey to rewrite the story of today’s children.  Look into their future today through research, professional and personal development.

Rewrite the future of learning to hand write!


Continuing Education

Wilson Introductory Course

Alvernia University

MS Occupational Therapy

College Misericordia

(now Misericordia University)

BS Occupational Therapy

Alvernia University

BS Biochemistry

Previous Teaching Experience

University Adjunct Faculty

Pennsylvania State University

Alvernia University

Misericordia University

Substitute Teacher: Hamburg, Tulpehocken, and Fleetwood School Districts


School Guest Lecturer

Pennsylvania State University

Temple University

Salus University

Berks Technical Institute

Other Locations

Solas Unitas, Istanbul, Turkey

Berks County Autism Society

National Special Education Advocacy Institute

Pennsylvania Occupational Therapy Association

Chester County Right to Education Task Force

Hamburg Area Middle School

Pennsylvania Education for All Coalition

Hamburg Rotary

Multiple libraries

Case Study

Kate sat in an IEP meeting for a new student at her school seeking an out-of-district placement. The mother, Susie, was sobbing. She was pleading for the school to take her son, John.

It was August, and school was starting in less than 30 days. Kate listened as Susie was describing her son. Unfortunately, the supports listed in the current IEP did not match Susie’s concerns for her son. The IEP indicated that John was placed in a regular classroom with accommodations, including a positive behavioral support plan for violent outbursts and running away from the classroom.

Even with a plan in place, John had an incidence that he had even left school. No one except John was hurt from his outbursts. His communication skills at school were limited. At home, he spoke freely and communicated clearly.

Kate interrupted Susie.

“Have you ever heard of dyslexia?”



“No, what’s that?”

“How about dyscalculia?”


Kate listed the symptoms of dysgraphia. The reading and math teachers discussed their respective subjects.

By the end of the meeting, Susie was convinced that her son needed to be reevaluated and granted every member of the IEP to reevaluate her son.

The reevaluation report indicated that John had a Specific Learning Disability with a delay in Written Expression plus other disabilities.

Fast forward to October. Kate got a call from Susie; again, sobbing uncontrollably. But, this time, they were tears of joy and gratitude.

Susie explained that for the past several days, John was ready for the bus early and telling her how much he loved his new school and couldn’t wait for the bus to arrive each morning. At his other school, he would never ride a bus.

Word Changers Design Student Success!

Certificates and Awards


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