Our proprietary program was developed for teachers, specialized instructional support personnel (OT/PT/SLP/SW/nursing), and parents. We have upgraded the terms used in the dyslexia community to directly reflect dysgraphia issues, with or without reading disabilities. This program delineates reading from writing using neurological principles and development to improve handwriting interventions.

Types of Dysgraphia Overview

This one hour webinar breaks down dysgraphia into its developmental hierarchy using a sensory-motor framework. Each level builds on the neurological pathways required to habituate (obtain) the skill required to typically progress toward the next level in the hierarchy. Some children, however, develop partial skills in different areas. These splinter skills make treatment interventions that more crucial to isolate the level. This webinar provides an overview to delineate the types of thos levels and design appropriate remediation strategies.

Handwriting Brain Body DisConnect

Continuing Education Course:

In this comprehensive program, you will take a deep dive into the neural pathways through the development of an elementary student so that you can begin to apply the concepts discussed in Handwriting: Brain-Body DisConnect, the book, in much more detail to your students. The course offers 6-weeks of materials and training with a practicum at the end. To receive Three Continuing Education credits offered by the Department of Education, you must complete the practicum before the 8-week deadline.

Learning Objectives:

After completion of course, participants will

1. Verbalize a working definition of the Written Expression Disorder, dysgraphia as classified under Specific Learning Disability. They will easily share this definition with colleagues and lay persons according to the guidelines laid out by the educational classification defining dysgraphia.

2. Delineate dyslexia, dysgraphia, and dyscalculia so that they can summarize their classroom observations.

3. Summarize a gross description of the neural pathway connections for reading and writing.

4. Design a lesson plan or treatment intervention to improve retention of spelling and vocabulary using the techniques instructed based on Motor Learning Theory.
3 Continuing Education credits or a Certificate of Completion will be issued after completing the course work for this program. Submit it to your licensure board for final approval of the Continuing Education credits. $249

Details of the Weekly Investigations

  • Week One

    Definition and Impact

    Emerging writers do not always translate what they see and hear to written expression well. Dysgraphia is defined by the IDA 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 session 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. This session will close with the impact of writing. 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.

  • Week Two

    Decoding the Neural Pathways

    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 that is 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 functions of the nervous system in terms that teachers and parents can comprehend. This session will review the major areas of neural pathways impacting reading and writing. The brain and sensory-motor systems will be included.

  • Week Three

    Decoding the visual system

    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% the rest of the sensory systems. Decoding the visual system begins with a brief explanation of eye anatomy and ocular motor function and how the information is interpreted by the brain. This session reviews different aspects of visual perceptual relationships and the integration of the motor system.

  • Week Four

    Applying it to the classroom

    This session 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. 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 modifications for specialty designed instruction.

  • Week Five

    Review of Case Studies

    Five case studies will be presented. Design two lesson plans or treatment interventions, based on your discipline, will be completed.

  • Weeks Six through Eight

    Practicum Case studies will be presented via upload to the Discussion Board. You will be required to comment on each study.

Testimonial

“An eye-opening resource! Cheri presents the information in such an understandable and flowing manner for parents, teachers, and therapists. She breaks down and explains the types of dysgraphia with the focus on building those “neural pathways”. I also appreciate her transparency with sharing her own struggles.” - Jorge Ochoa, OTR/L