Anyone who helps students transform handwriting problems is called a
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?
- Regular Education Teachers
- Special Education Teachers
- Occupational Therapists
- School Administrators
- 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.
Who is Cheri?
𝘞𝘳𝘪𝘵𝘪𝘯𝘨 𝘪𝘴 𝘴𝘶𝘱𝘱𝘰𝘴𝘦𝘥 𝘵𝘰 𝘣𝘦 𝘢𝘶𝘵𝘰𝘮𝘢𝘵𝘪𝘤.
Imagine feeling defeated because you have students in your classroom who struggle. They read above grade level. What is happening? Are they lazy? As a therapist, I had a parent ask me how her son could read above grade level but refused to write. He had diagnoses of ASD and ADHD. He was a brilliant kid. Was he lazy? Where was the writing glitch?
Through research, I discovered that many interventions were exclusively auditory and visual; there were many misconceptions about dysgraphia, and there was difficulty delineating between handwriting problems and ADHD. There existed no published materials on dysgraphia for educators and parents. Students with Specific Learning Disabilities, like dysgraphia, consume 33% of Individualized Education Plans (IEP). My frustration, people do not understand that dyslexia, dysgraphia, and dyscalculia are three distinct disabilities. They are not mutually exclusive. My student taught me that.
The research was a catalyst for my developing a proven method to transcend student perspectives to unleash his success. My strategies link reading, writing, math, visual, auditory, and kinesthetic learning to writing. Plus, I instruct an interlaced method of bilateral integration to support both brain hemispheres in the learning process. I realized that my methodology improved my client’s social-emotional well-being. He also began engaging more in his classes.
𝗨𝗻𝗱𝗲𝗿𝘀𝘁𝗮𝗻𝗱𝗶𝗻𝗴 𝗱𝘆𝘀𝗴𝗿𝗮𝗽𝗵𝗶𝗮 𝗶𝘀 𝗲𝘀𝘀𝗲𝗻𝘁𝗶𝗮𝗹 𝘁𝗼 𝗵𝗲𝗹𝗽𝗶𝗻𝗴 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝘁𝗿𝗮𝗻𝘀𝗰𝗲𝗻𝗱 𝘁𝗵𝗲𝗶𝗿 𝘀𝗰𝗵𝗼𝗼𝗹 𝗲𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲.
The longer handwriting is a challenge, the longer it will take to remediate it.
Thus, having initiated parents, teachers, and therapy teams change lives!
The difference is that students who become lifelong learners achieve success in academics, the workplace, and life.
Even teachers and therapists with 20 years of experience have told me how remarkable my program is to their understanding of dysgraphia and how to manage it. I had one parent recently call me a unicorn in Special Education. Every person who wants to help these students is a WORD CHANGER.
April 2022, Global Health and Pharma Magazine announced the Mental Health Awards. I am the Dysgraphia Expert of Year, Northeast USA.
To collaborate with educators, therapists, and parents to shift mindsets for struggling writers so they can strengthen their social-emotional well-being, engage fully in the classroom, and be unleashed to become inspiring adults.
Wilson Introductory Course
MS Occupational Therapy
(now Misericordia University)
BS Occupational Therapy
Previous Teaching Experience
University Adjunct Faculty
Pennsylvania State University
Substitute Teacher: Hamburg, Tulpehocken, and Fleetwood School Districts
Previous Teaching Experience
School Guest Lecturer
Pennsylvania State University
Berks Technical Institute
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
Kathy sat in an IEP meeting for a new student seeking an out-of-district placement at her school. The mother, Beth, was sobbing. Beth was pleading for the school to take her son, John.
It was August, and school was starting in less than 30 days. Kathy listened as Beth was describing her son. Unfortunately, the supports listed in the current IEP did not match Beth’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 incident 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.
Kathy interrupted Beth.
“Have you ever heard of dyslexia?”
“No, what’s that?”
“How about dyscalculia?”
Kathy listed the symptoms of dysgraphia. The reading and math teachers discussed their respective subjects.
By the end of the meeting, Beth 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. Kathy got a call from Beth again, sobbing uncontrollably. But, this time, they were tears of joy and gratitude.
Beth explained that John was ready for the bus early for the past several days and told 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.