Aug 042013
 

Specific, measurable, IEP Goals for Writing , keyboarding and copying with Example IEP Goals For Your Child

In addition to grabbing the example IEP Goals for Writing for copying and keyboarding below, you may want to check out the How-to Teach Handwriting to a Child with Dysgraphia, including Curriculum suggestions page. It will give you a deeper understanding of how handwriting difficulties are best addressed.

For a child with dysgraphia, learning to write by hand often requires a period of “copying” to master letter formation and placement. Copying texts eliminates the massive brain processes required to think of what to write, hold it in mind and get it onto paper. It’s a lot easier to copy. It separates a lot of the memory-based processes from the physical act of writing.

When copying, your child can focus solely on the process of handwriting itself. That means including copying skills in the IEP Goals for Writing for any child with dysgraphia or handwriting difficulties is important. This is true whether the child is learning to write by hand or learning to use a keyboard.

If your child has handwriting or written expression difficulties, you can use the example IEP goals for writing below as references.  Use the main concept and measure-ability of the goal samples to create goals that match your child’s current needs.

Here are some example, MEASURABLE IEP Goals for Writing , for Keyboarding and Copying:

Given typical 5th grade written text, [Child’s name] will copy texts using a Typing Program or word processor with speed tracking capability at 60 characters per minute with fewer than 2 keystroke errors per 100 characters typed. Successful completion on 10 consecutive tries is required for this goal to be mastered.

Using the characters on the keyboard home row, [Child’s name] will use touch-typing skills (not looking at the keyboard or his fingers) to copy strings of home row characters a, s, d, f, g, h, j, k, l. [Child’s name] will type at 50 c.p.m. with 95% accuracy. Successful completion on 10 consecutive tries is required for this goal to be mastered.

[Child’s name] will utilize correct finger placement, and without looking at his hands or the keys, [Child’s name] will touch type all letters of the alphabet in order with no errors. [Child’s name] will demonstrate this ability across all settings. [Child’s name] will demonstrate successful completion on 10 consecutive tries for this goal to be mastered.

Using the Type To Learn program (or any other similar software), [Child’s name] will type copied words with 95% accuracy in all settings at a rate of:
· 30 characters per minute (c.p.m.) by November
· 40 characters per minute (c.p.m.) by February
· 50 characters per minute (c.p.m.) by March

Given typical 5th grade expressive writing assignments, [Child’s name] will directly type his thoughts into a typing program / word processor at 60 characters per minute while maintaining readability.

ANNUAL GOAL: Given classroom copying tasks from any media, [Child’s name] will accurately copy 60 characters per minute from the blackboard or a textbook. [Child’s name] will maintain a 97% accuracy (fewer than 3 copying errors per 100 characters). [Child’s name] will demonstrate this skill across all settings.

Given near-point copying tasks, [Child’s name] will accurately copy with fewer than 3 copying errors per 100 characters copied:



· 30 characters per minute by October.
· 40 characters per minute by January.
· 50 characters per minute by March.
· 60 characters per minute by May.

Given far-point copying tasks, [Child’s name] will accurately copy with fewer than 3 copying errors per 100 characters copied:
· 30 characters per minute by October.
· 40 characters per minute by January.
· 50 characters per minute by March.
· 60 characters per minute by May.

Given new information in content areas, [Child’s name] will accurately use graphic organizers and templates to record information for far-point copying (vocabulary and organizers will be provided prior to copy task).

While monitoring for progress is not the same as actually teaching a child how to copy or keyboard, the practice can be closely monitored for meaningful progress.

These IEP Goals for Writing are rather precise because correct copying and keyboarding is something that can be precisely measured. The skills can be easily monitored for meaningful progress. Therefore, precise IEP Goals for Writing , for keyboarding and copying allow everyone to monitor a child’s progress.

You may ALSO want to check out Assistive Technology for kids with dysgraphia or handwriting difficulties. Including the use of assistive technology in your IEP Goals for writing will set your child up for better long-term success.

Check related IEP Goals :

Executive Functioning IEP Goals for Organization Skills and ADHD
IEP Goals for Reading
IEP Goals for Spelling
IEP Goals for Written Expression

backward in iep training IEP Goals for Writing forward in iep training


Aug 022013
 

How do you know if your child has a writing disability?

Return to Questions

Q: My child can read, but has difficulty writing. Is it possible my child has a writing disability or dysgraphia?

Answer:


Generally speaking, dyslexia and dysgraphia are closely related learning disabilities that show up in a child’s writing. Either one can lead to your child being diagnosed with a writing disability.

Dyslexia affects a child’s ability to learn to read,  dysgraphia affects a child’s  ability express his self in writing. A similar learning disability, called dyscalculia, affects a child’s ability to perform mathematical calculations.

Often a child has difficulty in one or more of these areas, but typically one area of learning is notably more severe. For example, your child may struggle a LOT with reading, or with writing, or with math.  Your child may struggle with all three areas, but one area is usually the most severe.

With a reading or writing disability, the problems are dependent upon the severity of your child’s underlying skill problems as well as your child’s overall IQ. For example, a child who has severe dyslexia and an average IQ may not be able to read or write.

However, a child with a very high IQ and dyslexia may develop great coping skills and not seem to have much of a disability until schoolwork demands exceed his natural writing abilities. When the underlying skills are related to dyslexia-based learning issues, but a child can read, the child is said to have “stealth” dyslexia.  The dyslexia is “hidden”.

It may appear that your child reads well enough to not have dyslexia, but he may struggle with writing because of underlying dyslexia issues. Your child may have an isolated writing disability, but that is less common than having dyslexia.

Since your child can read well, I would say.. Yes, your child probably has dysgraphia.  However, you should seek a comprehensive evaluation by a highly qualified neuropsychologist or other professional to be sure you know the root causes of your child’s writing problems.

Having an evaluation will help you know how to meet your child’s needs.  If your child has dysgraphia, it could be rooted in phonemic awareness issues (related to dyslexia), fine motor difficulties, processing difficulties, working memory deficits, or executive functioning deficits. You really won’t know the root cause of your child’s writing disability without an evaluation.

If your child has difficulty with fine motor skills, specifically handwriting, then you’ll probably want to start with a handwriting curriculum created for kids with dysgraphia as  a better choice for helping your child.

You may also find it beneficial to teach your child keyboarding skills using software programs that teach typing skills. There are any number of good typing programs for younger children.

A lot of parents like like Mavis Beacon Teaches Typing for middle school or high school aged children. About 15 minutes per day will suffice for advancement, but the work must be done daily or your child will lose some of the progress that was made.

Also, for a child with dysgraphia, it is often difficult for them to formulate their ideas, organize them in their mind, then go through the physical process of putting the information onto paper. It is too much information for their brains to process and hold simultaneously and they loose their thoughts in the process of trying to write.  If your child has memory, processing, or executive function deficits, daily use of a cognitive enhancement program could really help your child.

Children with writing disabilities can often dictate wonderful ideas, stories, and answers to questions when handwriting is taken out of the equation. Thus, you do not want to slow your child’s learning in all other subject areas by requiring tedious amounts of writing by hand.  Your child will benefit by having a scribe until he can write fluently or by using dictation software to dictate his ideas into a word processor.  Once your child’s dysgraphia is remediated, writing will be easier, even if your child continues to have a written expression writing disability.

As your child gets older, if his writing disability continues to be a problem, and written expression is a struggle, using speech to text softwareassistive technology for a writing disability can become critical. Dictation software allows your child to express his thoughts in writing without all of the heavy-duty brain-work required for writing.

Using speech to text software can enable your child to perform at his level of thinking ability. Going around your child’s writing disability can go a long way in helping your child be successful with school.

Hope that helps!
Sandy

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Aug 012013
 

Does your child struggle with writing skills?

dysgraphia and writing skillsdysgraphia

Dysgraphia is similar to dyslexia. It affects a child’s handwriting and essay or paragraph writing abilities.

Dysgraphia is a learning disability. It causes an otherwise smart child to have problems expressing himself well in writing. Your child may struggle with handwriting, paragraph writing, or other writing skills.

The National Institute for Neurological Disorders says dysgraphia is:


“Dysgraphia is a neurological disorder characterized by writing disabilities. The disorder causes a person’s writing to be distorted or incorrect. In children, the disorder generally emerges when they are first introduced to writing. They make poorly sized and spaced letters. They may write wrong or misspelled words, despite thorough instruction. Children with the disorder may have other learning disabilities, however, they usually have no social or other academic problems. In addition to poor handwriting, dysgraphia is characterized by wrong or odd spelling, and production of words that are not correct (i.e., using “boy” for “child”). The cause of the disorder is unknown.”

Dyslexia is difficulty with language. Dysgraphia is difficulty with writing. A child may have one problem, the other, or both problems.

Dysgraphia is caused by problems with processing information, organizing thoughts, and getting words written on paper. Kids with dysgraphia are likely to hate writing.

A child with dysgraphia may not even be able to think of what he wants to write. A child may be able to express himself quite well when talking. However, the child may seem unable to write at a level that reflects his thoughts.

For example: A child may talk using long sentences such as, “The Apatosaurus was a gigantic dinosaur even though it was a herbivore.” However, the child is likely to write, “The dino was big.” Writing is so difficult for the child, he’ll write as little as possible.

If your child has poor writing skills, the information and programs linked to below will help you help your child. You’ll find information about handwriting skills, paragraph writing, and other related topics.

About Dysgraphia and Writing Skills – Other Pages on this Website:

A Resource page for improving your child’s Writing Skills using special Writing Programs. (These are especially helpful if you homeschool a Child with Dysgraphia or Dyslexia).

Learning Handwriting : Options for Teaching a Child who has poor handwriting skills.

Composition Writing and paragraph writing for Kids who struggle with writing.

Improve Writing Skills in Kids with Dysgraphia.

IEP Goals for Written Expression or Composition Writing Skills.

Writing IEP Goals for Keyboarding and Copying: for Handwriting problems.

Does your child have a writing disability?.

Writing Assistive Technology for Kids with Writing Difficulties.

If you have already identified the cause of your child’s writing skills problems and just need HELP, there’s a great new book out that cuts out a lot of the theory to provide practical advice on how to help your child. Check Out Dysgraphia: Your Essential GuidedysgraphiaThere is also an excellent article on the International Dyslexia Association website. It’s called, “Just the Facts.. Dysgraphia“. There is also helpful information at LDOnline.