Dotterer Dysgraphia Toolkit

The Toolkit works because you learn how to target your parent interventions to build strengths where there was once a weakness.

N

Design unique collaboration with teachers and therapists

N

Create at home interventions for your child

N

Improve handwriting legibility and speed

Who should take the course?

The course is designed for parents who want to improve their understanding of dysgraphia.

However, the course is not for someone who just learned that their child has dysgraphia. If this is you, please refer to our parent’s page.

When and where?

This is a 100% Self-Study Course. You can complete the course at your own pace. Access to the course will continue for 1 year from purchase.

Video recordings during the training are approximately 10 minutes each.

Course Outline

The purpose of this assignment is to share with your classmates. You chose the student, preferably someone in your classroom/clinic that is struggling with handwriting. However, you may use your own child. You will be required to give your presentation before receiving your Dotterer Dysgraphia Method certificate in a Zoom discussion. Please have a copy of parental permission to include the student in the case study report using your employer’s form. The parent can provide a testimony of how your interventions changed his/her student. Include all research-based references.

Emerging writers do not always translate what they see and hear to written expression well. The IDA defines dysgraphia as “a condition of impaired letter writing by hand” or handwriting (Berninger & Wolf, 2018). In contrast, the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) (APA, 2013) does not define dysgraphia as a specific identifiable diagnosis. It is mentioned as a symptom under the criterion of a Specific Learning Disability, Neurodevelopmental Disorders section.  The Types of Dysgraphia is a method of explaining the developmental process and the neural glitches that occur.

This week will also review reading and writing, decoding and encoding, typical development, and explains the obstacles created by dyslexia. Reading is divided into five main categories: phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension. Each of these categories has different subcategories.

We will also examine the impact of writing. Decoding is the process of breaking things apart into syllables, for example. Whereas the word, encoding, is a method of expressing the concept of taking information, storing it, and retrieving it to be used as new material. The process is like computer-based information storage. In education, it means handwriting.  This section compares typical encoding and dysgraphia.

The brain controls everything a person does, sees, and hears. The process of writing is divided into three parts. Handwriting is the mechanical part. This part of the process includes the letter formation, the location a letter is placed on the writing paper, and the neural pathway created in the process. Parts two and three are the language and cognitive portions. The language portion of the process is the development of sentence structure.  This part contains the grammar, syntax, and basic skills in creating a sentence. The cognitive component is the final piece. It occurs after a child understands the basics of how to write letters and words to create sentences. Once a child can put all three pieces together, the neural pathways of creativity will form paragraphs and essays. This session provides an overview of the nervous system’s functions in terms that teachers and parents can comprehend.

Messages from the body to the brain and back ascend and descend through the sensory-motor system. This module discusses the five common and hidden sensory pathways. The motor pathway is delineated in a unique, propriety method. However, the pathway system and terms remain the same. This method of describing them to laypersons is unique to the Dotterer Dysgraphia Method.

Memory is complex. This module breaks it down into segments that apply to reading and writing. The visual system is the most prominent sensory system used to gather information from our senses in a classroom setting.  Yes, the other senses can impact attention.  However, keeping up with the teacher in a regular education classroom is 50% vision, 50% of the sensory systems. Decoding the visual system begins with a brief explanation of eye anatomy and ocular motor function and how the brain interprets the information. 

This week synchronizes sessions one, two, and three and teaches practical and functional applications to the classroom that do not add tasks for the teacher to perform but transform your teaching style.  These ideas are alternative strategies to enhance your current curriculum.  It will align the visual-spatial, motor, and memory strategies of dysgraphia with the classroom.

This week aligns the language aspects of dysgraphia with the classroom. They can be easily taught to a parent of a child needing extra support.  Specific strategies are shared for spelling and vocabulary.  Teachers can build on these strategies across the curriculum. This session is rounded out by applying these strategies to learning support and special education needs for goals, accommodations, and specially designed instruction modifications. Paragraph formation is the most abstract aspect of writing. This week will bring the final aspects of dysgraphia together and aligns them with classroom strategies.