Understanding Gagné’s model of giftedness, including definitions and the significance of schools in providing a suitable learning environment

parents advocate for Gifted Education

Following on from our reasoning about the purpose of gifted education, the next logical step is to have a sound understanding of Gagné’s model of giftedness and the definitions of giftedness and talents, as expected by the UAE Ministry of Education (UAE School Inspection Framework 2015).

François Gagné was a French-Canadian psychologist who proposed giftedness as the ownership of spontaneous and untrained natural abilities by a learner in at least one domain, to the extent that the student could be placed in the top 10% of similar age peers. Additionally, the concept of talent was described as the outstanding mastery of methodically advanced abilities along with knowledge in any sphere of learner activity which places them in the topmost 10% of their peers (Gagné, 1998). To extend this further, giftedness is the natural abilities present within the learner that can be nurtured by providing suitable learning environments. Schools can be instrumental in providing these appropriate learning environments. A good home-school partnership would be ideal for supporting a learner with gifts to develop into a talented student and demonstrate their potential. For example, a student may have exceptional mathematical abilities, but only with relevant challenges within the school and/or home environment would the learner develop into a talented mathematician. The following definitions have been used in the UAE School Inspection Framework (2015):

Giftedness refers to ‘a student who is in possession of untrained and spontaneously-expressed exceptional natural ability in one or more domain of human ability’ (UAE Ministry of Education 2015, pg. 119).

Talented refers to ‘a student who has been able to transform their “giftedness” into exceptional performance’ (UAE Ministry of Education 2015, pg. 119).

With a good grasp of the concepts of giftedness and talent, we will continue this journey by understanding gifted education programming standards in my next blog.

About the Author

Sharma NehaDr Neha Sharma

Head of Quest (Inclusion) and Student Achievement, Senior Leader, Dwight School Dubai

Dr Sharma has been living in the UAE for 25 years and has witnessed inclusion evolve tremendously during this period. Before joining Dwight School, she has previously held the senior leadership position as Head of Inclusion at an International IB Curriculum School and the position of Head of Inclusion at one of the most prestigious government schools following the UK curriculum in Dubai.

Dr Sharma graduated from the University of Bombay with a B.E (hons) in Engineering before obtaining a Masters in Inclusive and Special Education from the University of Birmingham (British University in Dubai campus). This unusual journey was inspired by her daughter, a person of determination. Following her passion for inclusion, she will be completing her PhD in Gifted Education from British University in Dubai soon. Her passion includes setting up an exemplary Gifted Education Program at Dwight School.

Dr Sharma was rated as an ‘Exceptional’ Head of Inclusion by KHDA during their inspections in 2018. Under her leadership, the inclusion department won the 2nd best SEND team in the UAE award by Education Journal Middle East Awards in 2017. She is the recipient of the prestigious Prof. Indira Parikh Award for Women in Education Leaders organized by the World Education Congress in India in 2018. Dr Sharma presented her research proposal at the UAE Graduate Students Research Conference in 2019. She has also completed the CPT3A qualification and is a licensed assessor with the British Psychological Society

Lexicon Reading Center also offers Psycho-Educational Diagnostic Assessments. Learn more here or, to receive our advice based on your self-assessment, please download our free checklist below:

What are the characteristics of gifted children? How are they different from bright learners?

parents advocate for Gifted Education

Parents need to advocate for gifted education within the local scenario to ensure the advancement of our able learners within their schools. However, it is imperative that parents are clear about the characteristics of learners with gifts and differentiate these from the traits of bright learners. Let us start with the definitions followed by the UAE School Inspection
Framework 2015:
Giftedness refers to ‘a student who is in possession of untrained and spontaneously-expressed exceptional natural ability in one or more domain of human ability’ (UAE Ministry of Education 2015, pg. 119). Talented refers to ‘a student who has been able to transform their “giftedness” into exceptional performance’ (UAE Ministry of Education 2015, pg. 119)

A learner with gifts would probably be highly inquisitive, holistically engaged with the learning process, thinking creatively, pursuing in-depth understanding, imaginative, knowledgeable, strongly opinionated, achieving mastery at a rapid pace, good at inferencing and abstract thinking, possessing leadership skills, entrepreneurial, self-critical, preferring the company of peers above their age category, sensitive to moral and ethical issues, a keen observer, possessing a high emotional quotient, alongside performing in the top 10% with the appropriate support systems in place. In contrast, a bright learner may be interested in learning, seem to know the answers, work diligently, have great ideas, learn easily, enjoy the company of peers, grasp new information and perform well with some repetition or practice, probably be satisfied with self, complete tasks in general, have a good memory, and demonstrate achievement in line with their abilities (GATE 2021).

Based on our understanding of what constitutes giftedness, let us proceed to learning about the gifted education standards as our next step.

About the Author

Sharma NehaDr Neha Sharma

Head of Quest (Inclusion) and Student Achievement, Senior Leader, Dwight School Dubai

Dr Sharma has been living in the UAE for 25 years and has witnessed inclusion evolve tremendously during this period. Before joining Dwight School, she has previously held the senior leadership position as Head of Inclusion at an International IB Curriculum School and the position of Head of Inclusion at one of the most prestigious government schools following the UK curriculum in Dubai.

Dr Sharma graduated from the University of Bombay with a B.E (hons) in Engineering before obtaining a Masters in Inclusive and Special Education from the University of Birmingham (British University in Dubai campus). This unusual journey was inspired by her daughter, a person of determination. Following her passion for inclusion, she will be completing her PhD in Gifted Education from British University in Dubai soon. Her passion includes setting up an exemplary Gifted Education Program at Dwight School.

Dr Sharma was rated as an ‘Exceptional’ Head of Inclusion by KHDA during their inspections in 2018. Under her leadership, the inclusion department won the 2nd best SEND team in the UAE award by Education Journal Middle East Awards in 2017. She is the recipient of the prestigious Prof. Indira Parikh Award for Women in Education Leaders organized by the World Education Congress in India in 2018. Dr Sharma presented her research proposal at the UAE Graduate Students Research Conference in 2019. She has also completed the CPT3A qualification and is a licensed assessor with the British Psychological Society

Lexicon Reading Center also offers Psycho-Educational Diagnostic Assessments. Learn more here or, to receive our advice based on your self-assessment, please download our free checklist below:

Why should parents advocate for Gifted Education?

parents advocate for Gifted Education

Inclusion forms an essential part of high-quality education, and diversity should be embraced in our society. The leaders of the UAE have recognised that promoting equity within education has global significance and would lead to an improved and sustainable future. Parental rights, responsibilities, and perspectives regarding inclusion have been clearly explained in Advocating for Inclusive Education: A Guide for Parents (KHDA, 2021).

Parents and educators are equally accountable for ensuring that each child receives rightful access to engaging learning at school based on high expectations and meaningful participation alongside their peers. When parents understand what equity within education entails, they will feel empowered to actively campaign for appropriate provision and services for their child with gifts and talents by every school.

The last decade has witnessed tremendous growth in the field of Special Education and set an encouraging precedent in the local scenario. Parents need to demand and support similar growth in the domain of Gifted Education. It is imperative that parents know the details of each standard of Gifted Education to enable them to advocate for appropriate and meaningful learning for their deserving child. The right pathway is to follow the Gifted Education Programming Standards for K-12 by the National Association for Gifted Children (NAGC 2019), which are comprehensive and can be easily adapted to suit the UAE situation.

About the Author

Sharma NehaDr Neha Sharma

Head of Quest (Inclusion) and Student Achievement, Senior Leader, Dwight School Dubai

Dr Sharma has been living in the UAE for 25 years and has witnessed inclusion evolve tremendously during this period. Before joining Dwight School, she has previously held the senior leadership position as Head of Inclusion at an International IB Curriculum School and the position of Head of Inclusion at one of the most prestigious government schools following the UK curriculum in Dubai.
Dr Sharma graduated from the University of Bombay with a B.E (hons) in Engineering before obtaining a Masters in Inclusive and Special Education from the University of Birmingham (British University in Dubai campus). This unusual journey was inspired by her daughter, a person of determination. Following her passion for inclusion, she will be completing her PhD in Gifted Education from British University in Dubai soon. Her passion includes setting up an exemplary Gifted Education Program at Dwight School.

Dr Sharma was rated as an ‘Exceptional’ Head of Inclusion by KHDA during their inspections in 2018. Under her leadership, the inclusion department won the 2nd best SEND team in the UAE award by Education Journal Middle East Awards in 2017. She is the recipient of the prestigious Prof. Indira Parikh Award for Women in Education Leaders organized by the World Education Congress in India in 2018. Dr Sharma presented her research proposal at the UAE Graduate Students Research Conference in 2019. She has also completed the CPT3A qualification and is a licensed assessor with the British Psychological Society

Lexicon Reading Center also offers Psycho-Educational Diagnostic Assessments. Learn more here or, to receive our advice based on your self-assessment, please download our free checklist below:

Why should schools offer Gifted Education?

Psycho-Educational Diagnostic Assessment: Why is Testing Expensive?

Inclusion is embedded within high-quality education, and diversity should be embraced in our society. The UAE follows the rights-based inclusion model with the expectation that all educational institutions offer equitable practices catering to the individual needs of each learner within their communities. The last decade has witnessed tremendous growth in the field of Special Education and set an encouraging precedent in the local scenario.

While the educational journey for students with determination seems to have progressed by leaps and bounds, the same does not hold true for our students with gifts and talents. An estimation of unidentified and underserved students with gifts and talents within the UAE may be impossible. This disheartening situation is reinforced by the severe dearth of relevant research within the local context.

Gifted education is paramount to serving the unique needs of our students with gifts and talents. It entails the holistic alignment of the school curriculum, learning environment, instructional strategies, assessments, socio-emotional support, career counselling, professional development of educators, and raising general awareness among all stakeholders. Schools and other educational institutions can offer countless educational opportunities to empower our deserving learners with gifts and talents to develop into proficient leaders and entrepreneurs capable of reshaping the future.

With clarity of the purpose of gifted education, its discourse and accountability, let us rethink how we serve students with gifts and talents. The right pathway is to follow the Gifted Education Programming Standards for K-12 by the National Association for Gifted Children (NAGC 2019), which are comprehensive and can be easily adapted to suit the UAE situation.

About the Author

Sharma NehaDr Neha Sharma

Head of Quest (Inclusion) and Student Achievement, Senior Leader, Dwight School Dubai

Dr Sharma has been living in the UAE for 25 years and has witnessed inclusion evolve tremendously during this period. Before joining Dwight School, she has previously held the senior leadership position as Head of Inclusion at an International IB Curriculum School and the position of Head of Inclusion at one of the most prestigious government schools following the UK curriculum in Dubai.

Dr Sharma graduated from the University of Bombay with a B.E (hons) in Engineering before obtaining a Masters in Inclusive and Special Education from the University of Birmingham (British University in Dubai campus). This unusual journey was inspired by her daughter, a person of determination. Following her passion for inclusion, she will be completing her PhD in Gifted Education from British University in Dubai soon. Her passion includes setting up an exemplary Gifted Education Program at Dwight School.

Dr Sharma was rated as an ‘Exceptional’ Head of Inclusion by KHDA during their inspections in 2018. Under her leadership, the inclusion department won the 2nd best SEND team in the UAE award by Education Journal Middle East Awards in 2017. She is the recipient of the prestigious Prof. Indira Parikh Award for Women in Education Leaders organized by the World Education Congress in India in 2018. Dr Sharma presented her research proposal at the UAE Graduate Students Research Conference in 2019. She has also completed the CPT3A qualification and is a licensed assessor with the British Psychological Society

Lexicon Reading Center also offers Psycho-Educational Diagnostic Assessments. Learn more here or, to receive our advice based on your self-assessment, please download our free checklist below:

Psycho-Educational Diagnostic Assessment: Why is Testing Expensive?

Psycho-Educational Diagnostic Assessment: Why is Testing Expensive?

No matter why you want to get a psycho-educational diagnostic assessment, the most common reasons being for dyslexia, dysgraphia, dyscalculia, dyspraxia, ADD/ADHD, or high functioning autism, there’s little question that the cost is high. In fact, for many people the assessment cost is a major reason why they are unable to get a firm answer whether they have dyslexia or other learning challenges.

Of course, there’s little denying that a psycho-educational diagnostic assessment, although expensive, can open the door to opportunities. Depending on the age and abilities of the client, being identified as having dyslexia or dysgraphia can help access special education services, vocational rehabilitation, special job training, accommodations at work or school, and government benefits. These items do have monetary value, whether it’s the value of services, benefits, or the preservation of jobs and relationships.

With that in mind, why is psycho-educational testing expensive? To answer this question, we’ll consider the price of assessment. Then, we’ll examine different costs associated with testing, such as personnel, materials, and overhead. Finally, we’ll look at different ways to pay for testing, such as insurance and government agencies.

How much does testing cost?

Before we consider the factors that make testing expensive, let’s quickly look at how much testing can cost. For the sake of our discussion, we’ll assume that you are paying for testing at a private psychologist’s office, whether for-profit or non-profit. That’s because private testing costs are what most people find expensive.

With that said, there’s a range of pricing that depends on the examiner’s qualifications, type of testing, and other factors. As a rule, there are two basic types of testing: relatively brief screenings, and comprehensive workups. Your goals for testing will likely help decide which type to get: for many accommodations or disability-related benefits, you’ll often need the workup. If you’re curious, the screening is plenty. Pricing-wise, we’ll convert local currencies into British Pounds.

Screening or brief assessment

The first type of dyslexia testing is best described as a screening or brief assessment. Here, the evaluator will usually do a clinical interview and then give brief assessments. These don’t go into a lot of details, such as finding your specific language-based strengths and weaknesses. And because of this, not all organizations will accept them for disability accommodations or services. An exception would be the workplace, however, or you could leverage these assessments to get tutoring on your own dime and other lower-level services.

Whether it is a private clinic, a public university, or an online platform, there are many alternatives that you can search online that do brief assessments. These rates generally range from approximately £450 to £750. These assessments usually include brief reports, and basic testing that doesn’t include intelligence testing. In other words, they assume that their client has intelligence in the normal range and assess based on a pattern of strengths and weaknesses.

Comprehensive psycho-educational assessments

Of course, a brief assessment isn’t suitable for everyone. In many situations, such as educational accommodations and special education, vocational rehabilitation, or when applying for government benefits, you’ll need a comprehensive evaluation. These are much more thorough, and accordingly, far more expensive. You’ll want to find out what kind of assessment is needed. Some agencies have specific requirements for an assessment. The most expensive evaluation of all is one that doesn’t meet your needs and needs to be redone.

These assessments can range anywhere from a brief assessment that might only look for dyslexia rather than a full spectrum of potential challenges at an approximate price of £600 to more comprehensive evaluations that can cost £820 to £1860 to £3725. Here, your total cost depends on what you need to know, and who your evaluator is writing the reports for. In addition, there can be consultation fees as needed, especially for educational and vocational goals. This is quite a price swing, though, to be fair the highest prices are likely in high-cost cities and involve lots of other medical services.

Why so expensive?

While costs vary widely  based on your location and the level of assessment you need, there’s little question that it’s a significant cost. That’s especially true for people in the United States, where medical costs are infamously high. And unfortunately, those high costs even extend to psychoeducational testing. With that in mind, what determines the price of dyslexia testing? Generally speaking, it’s a combination of professional services pricing, materials, and overhead. Let’s break these down.

Professional services costs

No matter where you’re located, the primary cost for dyslexia testing is professional services. Depending on the level of testing, you might work with speech pathologists, specialist teachers, psychologists, and others. That’s because, in some situations, the evaluation will include input by professionals that can rule out other causes for the academic challenges faced by each client. For example, someone with a speech-related challenge might struggle with some parts of standard dyslexia tests.

And, each type of professional involved in the evaluation can have a high salary and costly education. For instance, in the United States, a doctorate in Psychology costs $98000-$132000 (£73000-£98000). They also take upwards of four years to complete, beyond an undergraduate university degree. In other words, these professionals have spent at least 8 years beyond secondary school to become a psychologist. Then, they need to gain and maintain a professional license in most jurisdictions. This is expensive, and the price of services needs to account for it.

Likewise, it’s expensive to become a speech pathologist. Estimated costs, including a Master’s degree, are about half of the psychology degree. However, that’s still plenty of tuition, fees, studying, and even living expenses to pay. Costs vary from one country to another, but speech pathologists tend to be highly paid professionals. Special education master’s degrees run about the same as speech pathology programs, even though they don’t generally get paid as much. Once again, the price of services needs to fairly compensate the professional.

Assessments are time consuming

Here’s the thing. Most people think about the time commitment that clients must make to the assessment. In most cases, clients will only spend 4-5 hours with their evaluators. Comprehensive testing can take longer, especially with non-psychologists involved, but this is still less than a day total. However, this is only part of the story. As one clinic in Australia points out, a complete assessment with intelligence testing and academic strengths tests takes 10-15 hours of a psychologist’s time. In other words, it takes up to two working days by the time a report is written.

By the time you add up all the professional hours, both client-facing and behind the scenes, that’s a lot of money. While the assessment and report process often take place over weeks, you can easily see that each psych can only produce an equivalent of 2-3 of these each week. Clients need to pay for all of this time.

It costs money to purchase and administer assessments

While the diagnostic interview only requires staff time, the assessments involve materials costs. For a thorough workup, the psychologist generally gives a wide range of psychological tests. These tests help rule out other problems and identifies each client’s unique set of strengths and weaknesses.

Another psychologist in Australia expresses the materials cost as a combination of purchase price and ongoing fees for client-specific materials. Just an intelligence test, for example, costs thousands of pounds. Then, they usually pay over a hundred pounds more in those per-client costs. Assessors all over the world will have to pay for test books and materials all over the world, so this isn’t unique.

Evaluators often have significant overhead

Finally, each evaluator is likely to have significant overhead. These costs are lower in some circumstances, such as universities, and higher in expensive geographic locations. However, this is a quick overview of what psychology offices need to pay to stay in business.

Rent and utilities

Probably the biggest expense for most offices is rent. In most places, rent for clinical spaces is rather high. In addition, an office of this type has a relatively large area relative to the number of people occupying it. And, whether the utilities are included with rent or paid separately, it’s literally necessary to keep the lights on.

Support staff

Generally speaking, there will be a receptionist or office manager of some type. Then, there are people who process insurance claims, patient billing, and bookkeeping. Cleaning and other staff are sometimes needed, too. Costs include wages, taxes, benefits, and insurance for each employee.

Professional and liability insurance

In most jurisdictions, psychologists need professional liability insurance. This pays claimants in case of malpractice, negligence, and other failures in professional responsibility or ethics. Likewise, there should be liability protection on the practice as a whole.

Compliance costs

Finally psychology offices need to worry about compliance with all regulations in their jurisdiction. This can include practice-related reporting, taxes, and professional licensing fees. While these all vary widely by location, in many cases the costs add up quickly.

Paying for your dyslexia testing

Now that we understand the costs associated with dyslexia assessments, let’s look at ways you might be able to pay for some or all of the costs.

Health insurance

Often, health insurance won’t pay for purely education-related psychological testing. But, there are exceptions to the rule. In addition, if there might be a medical explanation for the reading difficulties, such as premature birth, they’ll sometimes pay.

School systems

In some jurisdictions, schools help to pay the cost of testing. Sometimes the testing is performed by a school psychologist, for example. They’re also a great source of referrals for potential funding sources, too.

Charities

Check in with the dyslexia associations for your area. Often, they’ll have access to resources and referrals that can help with the price of an assessment. For example, some children’s charities will help with high healthcare costs, including psychological services.

Government agencies

The United States has a network of vocational rehabilitation agencies. These are statewide, and their mission is to help adults with disabilities enter, re-enter, and remain in the workforce. Often, part of this process is assessments to determine what each client’s strengths and weaknesses are. Services are paid for primarily through government funding.

Financing

Finally, you might be able to get some form of healthcare financing. While this might not be the ideal solution, if you can afford to pay the loan, you’ll at least get the testing you need.

Psychological testing of all types is expensive. That’s especially true for dyslexia and other learning challenge assessments. However, the cost is justified when you consider the costs of professional services and overhead. Luckily, for many people these assessments open the door to whatever kind of support they need, or at least answer questions about their past struggles.

Lexicon Reading Center also offers Psycho-Educational Diagnostic Assessments. Learn more here or, to receive our advice based on your self-assessment, please download our free checklist below:

How Do Adults Get Tested for Dyslexia, Dysgraphia and Related Learning Difficulties?

How Do Adults Get Tested for Dyslexia, Dysgraphia, and Related Learning Difficulties?

Is there such thing as a dysgraphia, dyscalculia, or dyslexia test for adults?

For most of us, the discussion around learning difficulties revolves mostly around children. This isn’t surprising, since the most common way one becomes diagnosed with a learning difficulty is through a school system. Usually, the initial evaluation and testing happen because a child has trouble in school. Both behavioral and academic troubles can trigger this kind of evaluation.

However, there are several situations when an adult might want to get tested. Sometimes, the person was diagnosed with learning differences as a child, and they need the diagnosis confirmed. In other cases, adults want to find out why they had trouble in school but were undiagnosed as children. Finally, adults often seek testing because they have struggles in daily life and want to know why.

Unfortunately, if you are an adult that needs evaluation for learning differences, the required supports seem much harder to find. That’s because school districts are the largest source of referrals, and they often perform the evaluations with in-house staff. Once someone graduates from secondary school, the local schools no longer have an obligation to perform or pay for the testing.

With that in mind, how can adults get testing for dyslexia, dysgraphia, dyscalculia, or another learning difference? Options vary, and so does the funding source, depending on the adult’s reason for testing. Let’s look at the reasons for getting tested more closely, and then sources of testing. Often, the reason and the source are closely linked.

Reasons to get tested for dyslexia and other learning difficulties as an adult

Because the best way to get tested, and any source of referrals, is linked to the overall goal, we’ll talk about that issue first. Strictly speaking, there are many reasons why you might decide to get that testing. And for many people, there’s more than one reason to get the testing. In other words, the decision to get tested is an individual one, and it varies for everyone. With that in mind, here are major reasons to get tested as an adult.

You want a better understanding of why you struggled in school.

For many adults, getting tested for learning difficulties answers a lot of questions about their past. For instance, many people with these challenges never get tested in school, even though they struggled with academics or bad behavior. There are many reasons that this can happen. For instance, someone might have been homeschooled, so overall performance in a classroom setting wasn’t relevant. Or, the person might’ve been so intelligent that they managed to pass their courses despite the difficulties.

Here’s the thing. Many adults with learning differences felt stupid in school, especially if they didn’t know the cause of their struggles. It’s rather common for them to feel that underachievement is their fault. But as an adult, these people might want to find out the truth behind their struggles.

Your child gets diagnosed with a learning difference, and their struggles look familiar.

This one’s similar to the above. In many cases, people seek out a diagnosis because their children are diagnosed with learning differences. And along the way, they realize that they probably have one too, and look for confirmation. In these situations, parents get a unique opportunity to walk with their child through the discovery and intervention process.

You need disability accommodations to take an exam.

Sometimes, adults go back to school. Whether that’s an adult literacy course, a GED exam, or university entrance tests, you sometimes need to prove you have a disability. Although learning differences are a lifelong condition, in most cases you’ll need a report that was completed in the last 3 to 5 years. Then, you can claim special help, such as extra time for the test or alternate formats, that let you perform to your best potential. Similarly, professional examinations sometimes require accommodations, for which you’ll need recent proof of disability.

You struggle with everyday life or with work.

Another reason to get tested as an adult is when you’re struggling with the demands of everyday life, or at work. For many people, struggles at work mean that they are under a lot of stress, or that they’re in the wrong job. However, many people with learning difficulties experience significant problems because of those difficulties. It’s well known that learning differences persist into adulthood, but the degree to which this is a problem varies based on someone’s unique set of strengths and weaknesses.

Getting tested because of trouble with life and work can have several benefits. For instance, in the United States there’s a law called the Americans with Disabilities Act (ADA). In a nutshell, this law forces employers to give reasonable accommodations to employees who, despite being qualified for a job, struggle to perform it due to a disability. The law also makes it illegal to discriminate against someone on account of those disabilities. Similarly, both Canada and the United Kingdom require equality in employment and require accommodations.

Likewise, if a diagnostic assessment proves that your problems with everyday life are due to a learning difference, you can get help with them. For instance, you can learn how to cope with your difficulties balancing a checkbook or paying bills. While you can sometimes purchase these privately, being proven to have a disability often unlocks government funds.

You need disability benefits.

Another reason to get tested as an adult is if you have trouble holding down a job because of your disability. While milder forms of learning differences can make working difficult, if it’s severe you might struggle to remain employed. In these situations, you might qualify for government help. For example, you might be able to get Social Security benefits in the United States, or Universal Credit based on disability in the United Kingdom.

When you get an assessment for this reason, your evaluator will help document your strengths and weaknesses. But at the same time, they’ll specifically evaluate your ability to work. Depending on the level of help you need, you might get a variety of interventions (if you can work with help) or cash assistance (if you can’t).

How to get tested for dyslexia and other learning difficulties.

Whatever the reason you want, or need, to get tested, there are several ways to accomplish this. Your choices should depend on local resources, potential funding sources, and your goal for testing. No matter where you get tested, though, the first task is always to find the right professionals.

Types of professionals that are qualified to do an assessment

No matter what goals and funding sources you have, it’s always important to find someone who is qualified. After all, even if you’re “just curious,” it’s a good idea to have a report that various agencies and companies will accept. In some situations, it may be necessary for the evaluator to testify in court, such as for government benefits. Please contact us if you are in need of an assessment.

Psychiatrists, neuropsychiatrists

These professionals are medical doctors who specialize in psychiatric conditions. While learning differences aren’t considered psychiatric conditions per se, they are part of the psychological and neurological continuum that psychiatrists work with. However, most of them only evaluate for learning differences in the context of other diagnostic concerns, such as brain injuries or co-occurring disorders.

Clinical psychologists

Learning differences and developmental disorders make up a specialty within psychology. We often call it neuropsychology. These psychologists will work with learning differences, ADHD, learning disabilities/low intelligence, and autism spectrum disorders.

School or educational psychologists

These are similar to clinical psychologists, but they mostly work in educational settings. These range from preschool to universities, and adult learning or vocational programs.

Neuropsychologists

Another specialty within psychology that specializes in learning differences and developmental disorders. They also work with related issues, such as brain injuries and other conditions that can cause someone to acquire learning problems.

Psychometrists

Think of these professionals as the technician that administers testing your doctor has ordered. Psychometrists are trained to administer assessments, and work under the supervision of psychologists and psychiatrists.

Specialized teachers

Some educators receive special training in learning differences. For example, some teachers specialize in working with students who require special instruction. Many of them take courses to give these assessments, mostly in school settings.

Specially trained physicians

Finally your general practitioner might have the training to diagnose learning difficulties and similar conditions. This is most common in family practice, pediatrics, and rehabilitation specialties. However, in most cases a doctor will send patients to a specialist.

Where to find a referral to qualified professionals

No matter which types of professionals you see for a learning differences assessment, you need to find the right person. Referrals can come through several different sources, each of which may have different types of involvement in your assessment generally.

Physicians

For most of us, the family physician is a trusted source of medical information and advice. If you are concerned about difficulties with life skills or work, it’s always smart to reach out to your doctor. Typically, they will try and identify reasons for your difficulties that aren’t related to learning differences or developmental issues. For instance, someone who has a mild stroke might suddenly struggle with reading.

At the same time, if you’re pursuing government benefits, there’s a good chance that your doctor is involved. Not only will they need to help find the cause of your problems, but they might have to fill out the forms and deal with bureaucracy.

Naturally, doctors also know who can do these assessments in your area. And if they don’t personally know the right person, they’re well-equipped to find out. Making referrals is an important part of most doctor’s jobs.

Education professionals

While most of these professionals work in the schools, they are still great resources for adults. For instance, if your child is being evaluated for learning differences, you might ask the teacher who does it for adults. There’s a good chance that they will know who is good at it. In addition, some of these specially trained teachers do evaluations for adults on the side, or after retiring from teaching.

Higher education institutions

If you need an evaluation because you’re getting education or training beyond the secondary level, they’ll know where to go. Some schools will have their own staff that can perform the evaluation. Or, they’ll refer to resources in the community.

Local or national advocacy organizations

Many organizations that work with people who have these conditions will have a referral list. You should check and see what organizations operate in your area and reach out to them. They’ll also frequently provide support and advocacy.

Vocational rehabilitation or government disability offices

Finally, if you need benefits or other assistance, reach out to the local government resource for people with disabilities. In the United States, this is called Vocational Rehabilitation, and it goes by state. They’re also who you speak with to file for disability. Other countries have similar agencies.

Paying for your evaluation

Finally, there’s always an issue of payment. In most cases, medical insurance and government medical schemes don’t pay for these evaluations. That is, unless there’s evidence that the problem was acquired due to other medical issues. It never hurts to check, but you’ll probably need other funding sources.

In practice, this means that if you need an assessment because you want to further your education, or if you “just want answers,” you’ll have to pay for it yourself. The same goes if you simply want to make your employer accommodate your challenges.

However, there are situations where the government might pay for your evaluation. For example, if you apply for disability benefits, there’s a good chance the government will help. Similarly, other government programs might help with aid. Finally, charity care or sliding scale fees can sometimes help. As a rule, if you need help paying, it doesn’t help to reach out.

Getting tested for dyslexia or other learning disabilities is often rewarding. It helps answer questions about your past struggles, assess your current strengths and challenges, and opens the way for interventions that can help you. At the end of the day, with the right help, you can learn more about yourself and move forward into a bright future.

To receive our advice based on your self-assessment, please download our free checklist below:

What Treatment Activities Help with Dyspraxia?

What Treatment Activities Help with Dyspraxia?

Whether you are a parent just learning that your child has dyspraxia, an adult who recently got evaluated for developmental dyspraxia, or someone who acquired it later, chances are that you want to know about dyspraxia treatment activities. After all, it’s natural that we want to live up to our full potential, and that our children have the best life possible. In addition, a lot of people are initially confused about the diagnosis and what it entails.

Strictly speaking, dyspraxia is a condition with a cluster of symptoms that vary from person to person and can be mild to severe. This means that no two people with dyspraxia are alike, and that no treatment plan will be exactly the same. One reason for this is that treatment is based on each person’s unique strengths and weaknesses. With that said, let’s look at some possible impairments and ways in which they can be addressed.

An overview of dyspraxia-related impairments

At its core, dyspraxia is a deficit in the brain’s ability to regulate the way muscles work. This results in a cluster of difficulties in fine motor skills, gross motor skills, speech, coordination, and time management. In some cases, time management also suffers. These difficulties can show up in any part of the body, and can result in challenges for any number of everyday life skills. Let’s break these characteristics down a bit.

Fine motor skills

Simply put, fine motor skills are the ability to move smaller muscles in your body. Most of us think of these in terms of buttoning a shirt, tying a shoe, or writing by hand. Fine motor skills also include wiggling your toes, chewing food, and more.

When there are fine motor deficits, it can result in many different challenges, depending on the person. One of the most obvious issues for smaller children is tying shoes. In grade school, it might be learning how to write. And for adults, doing certain hobbies or typing might be harder.

Of course, one of the most common problems for people with dyspraxia is difficulty with handwriting. Although we live in a computerized world, most of us need to write on paper in some situations. It can even be helpful to handwrite your thoughts or jot down a shopping list.

People who have fine motor problems, then, might need help learning how to do these things. Or, they may require adaptations to the way things are normally done. For instance, some people can switch to slip on shoes or those with hook and loop closures. Nonetheless, these aren’t interventions in and of themselves.

Gross motor skills

Likewise, gross motor skills are often affected by dyspraxia. This is true to such an extent that clumsiness is one of the most recognizable symptoms, especially in children. Gross motor skills are ones which involve larger muscles, such as arms and legs, rather than smaller ones.

People with dyspraxia can struggle with tasks such as catching a ball, kicking while running, maintaining rhythm, and coordinating movements. Many people also don’t walk the same way as most of us. So, they may trip over their own feet, or walk in a swaying motion, for example.

Depending on the nature and severity of gross motor challenges, many people have difficulties playing sports. The child with dyspraxia is often the one who is chosen last on the playground or walks into a wall or furniture for no apparent reason. These situations in turn make it either more difficult or undesirable to practice gross motor skills.

Speech and language

According to the Dyspraxia Foundation, many people with this condition struggle with speech and language. Especially with children, speech can seem unintelligible. Other impediments can be slurred speech, stuttering, and difficulty forming words. Children and adults can have trouble expressing their thoughts and being understood for this reason. Notably, this is one deficit that often occurs with acquired dyspraxia, such as through a stroke.

Struggles with coordination

If fine motor and gross motor skills deficits aren’t enough, struggles with coordination can exacerbate them. Here, coordination is the ability to do multiple movements in the proper sequence or at the same time. Some people also struggle with what’s called “hand eye coordination,” or the ability of hands and arms to react to what the eye is seeing. A great example of this would be watching a baseball as it flies through the air in order to catch it more easily. Another might be chasing a ball with a tennis racket or something similar.

A poor sense of time, space, and direction.

People with dyspraxia can have trouble sensing how long they have been doing something, or how long an hour takes. They might have trouble planning ahead or managing their schedule easily. This can look different depending on the age of the person involved: a child won’t be late for school if a parent can keep them on schedule, for instance. But an adult might always be running late.

Similarly, space and direction can be a challenge. For instance, someone might struggle with knowing how far an object is, or how fast it’s moving. Most of us do this naturally but miscalculating something like speed or direction can make that person miss something important. In the imaginary baseball game, for instance, they might be able physically to catch the ball, but fail to be in the right place to do so when the ball hits the ground. Most people miss, but this is more acute.

So, what dyspraxia treatment activities can help?

Realistically, anything that helps someone develop the skills they are struggling with. Whether it’s learning to tie shoes, to write, or play sports, there’s a wide range of interventions that can help. In addition, practicing some everyday activities can hone those skills over time. Each intervention is geared to address a specific deficit or type of deficit. Some need to be given by professionals, while others can be practiced at home.

Occupational therapy

One of the best interventions for many people with dyspraxia is occupational therapy. Essentially occupational therapy involves teaching people how to do things that are difficult for them. For example, in everyday medicine you’ll often see an occupational therapist helping someone learn to use a walker or cane. However, for dyspraxia the interventions through occupational therapy are a little bit different.

As has been pointed out by occupational therapists, an OT can often teach a child with dyspraxia how to tie their shoes or button a shirt. For most people, this is second nature from relatively early on. An OT will determine if each individual can realistically do this skill in a manner that most of us would, given sufficient practice. If so, the skill is taught and drilled like you would with a typical child. Except that the instruction is more intense and individualized. On the other hand, the OT might decide there is a better strategy for dealing with the impairment. Here, they might modify shoe tying for this person or recommend a different approach to keeping shoes on their feet.

Another thing that an OT can often help with is handwriting. In occupational therapy, there are specialized tools that can be used to help practice these skills. Often, the patient and their support system is taught how to use the equipment. Over time, this person might find the special materials are no longer needed, or that their dependence on them is reduced. Or, they might use these things for life.

Finally, an occupational therapist can help with certain gross motor skills, such as climbing stairs. An OT will develop an individualized plan to ensure that each person with dyspraxia can move as well as possible, so that they can carry on everyday life with minimal impairment.

Physiotherapy

Also called “physical therapy,” this is a medical specialty that addresses many of the problems faced by people with dyspraxia. However, they are more famous for treating injuries, such as by restoring someone’s ability to move a joint, or aiding post operation recovery. Other things that they treat are poor balance, bad hand-eye coordination, and neurological side effects of a stroke.

For people with dyspraxia, physical therapy can be a blessing. A qualified physical therapist will diagnose the motor functioning deficits, and help develop a treatment plan. There are several options. For instance, the PT might prescribe and teach exercises that will help you or your child with balance. Or, they might devise an intervention to improve hand-eye coordination. They work with both fine motor and gross motor skills, so there are plenty of options within this field.

With physiotherapy, many of the interventions can be practiced at home. For example, an exercise that requires little to no special equipment is easy to do at home. This is handy when the patient goes on vacation or needs extra benefits. Best of all, the interventions can be altered over time to reflect improved functioning.

Speech therapy

Related to both physio and occupational therapy is speech therapy or speech pathology. This intervention is used when the person with dyspraxia has trouble with speech or swallowing. Think of this as physio for the mouth. Speech pathologists teach people strategies to improve their ability to speak clearly. For instance, they might work on a stuttering problem, or with slurred speech. Over time, the goal is for the patient to speak clearly and be able to freely express themselves.

Naturally, the ability to speak properly helps in most areas of life. Children will be able to talk to their peers without being made fun of or misunderstood. And adults can introduce themselves properly or make presentations at work.

Specialized physical education (children and youth)

For children and youth with dyspraxia, physical education classes can seem like a nightmare. Few things are as embarrassing as not being able to kick the ball, fumbling a catch, or running into something. Luckily, the British Dyspraxia Foundation has some wonderful suggestions for adapted learning. Examples include having the child learn to navigate an obstacle course rather than football kicking drills. These don’t embarrass the child and teach sequencing. Over time, these activities should also help strengthen muscles and build confidence.

Playing games/getting exercise

Of course, physical activity doesn’t only have to be at school. In fact, everyone should be active on a regular basis. Once again the Dyslexia Foundation put out a great guide to physical exercises you can do at home. Whether you can’t go out due to bad weather or are navigating a health emergency, these can be enjoyed any time. In addition, some of these activities train fine motor skills and sequencing. This way, you can learn life skills and improve functioning anytime.

Sports and hobbies

Lastly, while traditional sports and hobbies may be difficult for many people with dyspraxia, they aren’t always impossible. One of the best things that patients and their caregivers can do is find a sport that they can play. For instance, someone might have trouble catching a ball, but be great at swimming or horseback riding. Here, find a coach who has the patience and willpower to help ensure success.

Likewise, hobbies can be enjoyable while also helping. For example, if someone struggles with certain fine motor skills, they might find making models is too difficult. But, they might love knitting. Over time, knitting can help strengthen certain muscles. Plus, this person will have found something they can enjoy. As with sports, it’s important to find an instructor who has the patience to teach. Alternatively, some hobbies can be watched and adapted.

Dyspraxia can seem like a scary, confusing diagnosis. Fortunately, there are a lot of interventions and dyspraxia treatment activities which can help improve symptoms. Some are boring, and may seem like a chore, but others can be fun and rewarding. Either way, there’s a lot of hope for people with dyspraxia to maximize their potential.

For further reading on dyspraxia, please see:

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Can People with Dyspraxia Play the Piano?

Can People with Dyspraxia Play the Piano?

If your child has dyspraxia, you might wonder if it is possible for them to learn how to do difficult things such as playing the piano.

It’s only natural that one of the things that usually happens when someone is diagnosed with a disability is that they, or someone who cares for them, wonders what the effect of the disability will be. This is especially true for young children. After all, parents have hopes and dreams for their children. They also want to know what activities are appropriate, and what can help their child achieve to their maximum potential.

These questions, and the concern that goes with them, are admirable. Especially in a world where people aren’t always kind to others who have disabilities, it’s also natural to try and shelter that person from as much grief as possible. School children are mean, leading to a major bullying problem for children with disabilities.

Since piano lessons are a common childhood pursuit, and they provide cultural enrichment, parents often ask if their child can succeed at them. This is especially true with dyspraxia, since it affects movement. With that in mind, can people with dyspraxia play the piano? Although everyone is different, I would argue that many can do so. However, this depends on the child’s individual constellation of strengths and weaknesses, as well as their instructor’s ability to teach around the challenges.

Let’s look at the features of dyspraxia, the things which can make playing the piano difficult, and the potential benefits of musical instruction.

Main features of dyspraxia

According to the National Health Service, dyspraxia (also called developmental coordination disorder) is a type of learning difficulty that affects movement. In particular, there is a dysfunction in the brain that makes it more difficult for someone to move properly. This can lead to a variety of symptoms surrounding the use of muscle. In other words, it can affect any type of purposeful movement, from walking and running, to speech and tying shoes.

Since most people enroll their children in piano lessons after they become old enough to attend school, the main concern for our discussion is impairments that manifest themselves during that period. The NHS includes several common features of dyspraxia:

  • Difficulty using their hands for anything that requires fine motor coordination. For instance, many children with dyspraxia have difficulty using scissors, writing neatly, and coloring within the lines.
  • Difficulty using gross motor skills. Examples are going up and down stairs, walking in a straight line, and kicking a ball.
  • Trouble sitting still or concentrating. As with movement, sometimes people with dyspraxia have difficulty NOT moving. Likewise, concentration issues can arise from trying to sit still or being easily distracted.

Unfortunately, dyspraxia isn’t something that a child can “grow out of.” Certainly, older children and adults can learn coping skills with practice. These skills help to mitigate many of the negative effects of dyspraxia, such as difficulty with self-care and everyday learning skills. Similarly, many people with this condition are able to work in competitive environments. Early intervention, and appropriate extracurricular activities, can help set the stage for lifelong success.

What can cause difficulty with playing the piano?

Any time someone has a learning difficulty or difference, there’s a chance that certain tasks will be more difficult for them to master. And while dyspraxia can occur in people with any level of intellectual ability, it is no exception to this rule. With that in mind, here are the reasons why someone with dyspraxia might have difficulty playing the piano.

Coordination challenges

As mentioned above, one of the hallmarks of dyspraxia is difficulty with coordination. Although the degree and type of coordination impairments varies significantly from one person to another, they are a concern on some level.

The British Dyslexia Association points out that coordination difficulties can spill into any area of life. Most types of music students must master both fine and gross motor skills, depending on the instrument. In addition, several different movements must often occur at the same time. And finally, the musician must often read music at the same time, at least until the piece is memorized.

How does this affect playing the piano? Everyone is different, but several different impairments can make mastery more difficult. For instance, if someone has difficulty moving both hands in a coordinated manner, this will make any piano piece that uses two hands a challenge. Likewise, if someone finds it hard to tap a key and immediately release it, or press several keys at a time, they may struggle with using even one hand.

Likewise, gross motor coordination challenges can make life difficult for someone learning to play the piano. Some piano pieces require the player to depress a foot pedal at the same time as they’re pressing piano keys. In addition, the ability to move an arm in a certain direction is key to success when playing the piano. Lastly, issues with posture can interfere with moving the right limb at the right time.

Sequencing difficulty

Most of us know the term “sequence” as referring to the order in which something happens or is said. Such as, “first, the child walked into the room and sat down. Then, the teacher started the lesson.” As the Dyslexia Association also points out, many people with dyspraxia struggle with sequencing.

When it comes to playing the piano, sequencing is important. Players press one key, then another. Or, they press several keys at the same time to form a chord. Chords are followed by more music notes and key presses. And at the same time, a player must learn to let their hands “travel” up and down the keyboard. This aspect of playing the piano can be difficult due to both coordination AND sequencing at the same time. For that reason, playing the piano is generally more difficult for someone with dyspraxia.

Organizational challenges

Finally, many people with dyspraxia are disorganized. When you struggle with sequencing or memory, it can be hard to remember everything. For instance, you can not only sequence notes poorly, but also have trouble remembering what comes next in a piece of music.

Here’s what that can look like when learning to play the piano. Your student looks forward to the next lesson, but unfortunately, they forget what’s needed for that week. So, they show up at the lesson without their instruction book and have to borrow from another student. Or the teacher needs to find a duplicate copy of the music piece. These setbacks make the student frustrated from the start. They might even feel “stupid” as a result of their mistake. Worse, it costs the student some learning time.

Another way that organizational challenges can play out for piano students is with music recall. For instance, someone might remember a particular chord or measure (section) of music, but forget which unit comes first or second. While this would look similar to a sequencing problem, it’s somewhat different. That’s because you have sequences learned here, they just aren’t in order. Or, the student might jump from one section to another in the music score. All of these result in “failure” to play the piece correctly.

Frustration is a big problem when learning an instrument

As with academic subjects, piano students with dyspraxia can get frustrated due to their difficulty learning. For instance, they might feel bad because they have a sibling or friend who is advancing in lessons more quickly. Children naturally compare themselves with each other, and some children have difficulty recognizing their strengths when faced with difficulties. In other words, a student could have a great sense of pitch, humming pretty tunes, and then forget this when they can’t make the piano keys “sing” as they should. Here’s how that can look for a child with dyspraxia.

Not hitting the right keys

Playing the piano using written music requires that the eye work together with hands and arms. That’s because the piano player must read the music, then press the right keys to make sounds. For someone with dyspraxia, this can go wrong several different ways. For instance, they might recognize which keys need to be pressed, but be too clumsy to press the right ones. Instead, they might press two keys that are right next to each other. Or, their hand might not move fast enough in sequence.

Where this is tough for a person with dyspraxia is that consistent failure to do it right can make the task seem hopeless. At some point, they might simply say “I can’t do this,” or “I give up,” or even “I’m stupid.” When frustration and hopelessness set in, there can be a mental block that makes it even harder for that person to succeed in the future.

Failure to produce the right sound

Similarly, people with dyspraxia can get frustrated when learning to play the piano because their piano playing doesn’t sound right. When learning a piece of music, many students will listen to recordings of it being performed. Or, the teacher will play the piece so a student can hear what it’s supposed to sound like. When a piano student-any piano student-has difficulty making the piece “sound right,” it can lead to frustration. For piano students with dyspraxia, this can be due to not hitting the right keys, not playing at the right pace, or both.

Learning to play the piano is possible, even with dyspraxia

It just takes persistence and adaptation, both on the part of the teacher and the student. Depending on the student’s pattern of abilities and challenges, learning to play the piano is often possible-and even enjoyable. And as most of us adults know, accomplishing something that took hard work and persistence can be especially rewarding. With that in mind, here are some suggestions for teaching and learning how to play the piano.

Possible techniques

Some dyspraxia experts suggest special techniques to help students successfully master piano techniques. In particular, multisensory approaches can be effective. Often these involve moving the student’s arm and hands in the right patterns to master pressing piano keys and following the music score around the keyboard.

Another option is to teach these students using “keyboards” that don’t make sounds. For instance, a piece of cardboard with the keyboard pattern, or a wooden “fake” keyboard. These are great tools for typical students to practice when a real piano isn’t available. However, for “special” piano students they can be a major help, especially with overcoming clumsiness or something not sounding right. In the second situation, the lack of sound removes a distraction.

If a student struggles with organization, memory, or sequencing, another option is to put hints into their music booklets. For instance, color coded notes or comments that mention what’s next. Similarly, these comments can be put into a recording of the piece of music. Here, the comments serve as an auditory cue. Of course, auditory cues can also be used in a lesson by the teacher.

Learn to play by ear?

Lastly, some students who struggle with reading music while playing the piano can learn to play by ear. This means that they memorize the sounds of a piece of music, along with what keys need to be pressed when. This is similar to remembering a tune, then humming it to yourself as you work. Playing by ear frees people from having to read the musical score while playing the piano at the same time. The difference between this approach and simply memorizing the piece, though, is that you never read the music: you just duplicate the sounds you’ve heard.

Suggestions for parents and potential dyspraxia piano students.

As you can see, it is possible for someone with dyspraxia to learn how to play the piano. This can be achieved by any combination of working harder, using adaptive techniques with music scores, and learning to play by ear. With that in mind, there are some special considerations when someone with dyspraxia takes up the challenge.

First, it’s important to find a music teacher that’s willing to go the extra mile and think outside the box. In some areas, you might be able to find a piano teacher that specializes in teaching students with learning differences. Or you can choose someone who has a reputation for creative teaching and a passion for helping students overcome challenges. Reach out to your child’s school or a local association for people with learning differences. They’ll often have suggestions.

Second, parents of a student with dyspraxia should remember that they are their child’s best advocate and cheerleaders. Always encourage your student to overcome the frustrations of learning something new. While frustration is more acute with exceptional students, it’s something we all have dealt with on some level. Similarly, advocate for your child with a teacher, or change instructors, if necessary. You are their most important support system.

Learning to play the piano is often more difficult for people with dyspraxia. But it’s far from impossible for most. With the right teaching techniques, determination, and encouragement, someone with dyspraxia can play the piano.

For further reading on dyspraxia, please see: Is Dyspraxia a Learning Disability? What You Need to Know.

To receive our advice based on your self-assessment of your child, please download our free checklist below:

Can Technology Replace Writing Skills?

Can Technology Replace Writing Skills? The Many Benefits of Handwriting

As computers and other electronic devices become more common, even ubiquitous, most of us do the majority of our writing using a keyboard. In many ways, this trend isn’t unlike the invention of the printing press, in that the availability of written works is more common than ever. Before the printing press, every book had to be copied by hand, whereas the printing press allowed for mass production. Similarly, the advent of typed papers, emails, and even text messages reduce the necessity of using handwriting to get our thoughts across.

Unfortunately, this also means that society is debating the value of writing by hand, or even teaching cursive to our children. As Anne Trubek pointed out in a New York Times opinion page, handwriting has become less important. She argues, simply, that we should largely do away with handwriting, and limit its use to those few times when paper is necessary.

Of course, Trubek’s contention, made in 2018, isn’t an uncommon belief. These days, schools both in the United States and other countries are minimizing the teaching of handwriting. And even before that, children and adults with special needs were encouraged to use typing to level the playing field between them and those who have less trouble with reading, spelling, or fine motor coordination. “Exceptional” students, as they’re often called, are the most technology-dependent group in many schools.

However, a move away from handwriting isn’t as advisable as those who advocate its demise would claim. Learning how to write by hand, then practicing throughout life, has benefits. This is even true for kids with dyslexia or dyspraxia. In fact, there are three areas of benefit for handwriting, many of which apply to nearly everyone. These areas are learning, psychological, and physical.

Learning benefits

Because so much of the debate over handwriting focuses on the “usefulness” of carrying around a pen and paper when everyone has a smartphone in their pocket, let’s start with the learning benefits of handwriting. These are important reasons why everyone should learn how to write if physically able, and why schools should spend sufficient time teaching it. Handwriting is valuable as a form of “therapy” for learning.

Writing by hand improves reading proficiency

When you think about it, this is the biggest reason why writing by hand is so therapeutic. To write, you have to really learn the letters, and you can do so more easily through handwriting. Think about it a minute: when we draw the letter “A,” we have to make three strokes to form a triangle with legs. In so doing, we use motion and space to form the letter. Multiply this by many times, and you can see how learning to write each letter engages many of our senses. If you’ve seen early education teachers encourage drawing in the sand, you’ve seen this principle in action.

Similarly, educators have often commented on the value of handwriting for improved reading comprehension. Experienced educators in general find that as people become better (hand) writers, they become better readers. And in particular, the reading specialists that work with struggling readers and students with dyslexia have found that focusing on handwriting improves outcomes significantly.

Hand writing notes helps aid learning

Handwritten notetaking helps learners absorb information more easily, then recall it better. It also fosters some digesting of info to identify what’s most important. Educators have known this for years, but in the age of computers, many researchers were reluctant to do studies which could confirm what was already known anecdotally.

That changed in 2017 with a Norwegian study. Researchers experimented with the different types of taking information onto paper: handwriting, typing, and using a stylus on a tablet. Participants took down dictation using each method, and their brain waves were measured by EEG.

Analyzing the data, the Norwegian researchers found that the greatest number of neural connections were made when participants took down information in handwriting. These connections are typically associated with learning new information, though that was beyond the scope of that study.

However, another study does look at recall of information from handwritten notes. They conclude that students who take notes in class on a keyboard tend not to have as good of information recall as those who handwrite them. This is due to a “shallower” level of learning. In other words, there not only is a place for writing in academic settings, but it remains superior to electronic methods in many cases.

Physical benefits

However, the therapeutic effects of handwriting extend beyond the sphere of learning. In fact, one of the biggest reasons that handwriting is beneficial overall is that it helps develop student’s fine motor skills in the hands and arms. This is similar to the way in which sports can improve someone’s ability to throw a ball or run a marathon.

Studies bear this out. In fact, researchers know that poor fine motor skills in hands and wrists make it harder to develop good handwriting. For that reason, after an injury or other neurological problem affecting the hands, physical therapy often focuses on restoring the fine motor skills needed to write. Since these are the same muscles used for buttoning shirts or tying shoes, they remain important even in today’s society.

Likewise, handwriting practice helps develop helps develop the fine motor skills needed in writing and in life. This is one reason why schools have consistently used tactile toys to teach skills, especially in preschool and early elementary grades. Even scribbling with crayons helps in the long run. As the saying goes, practice makes perfect. Manual dexterity develops over time.

Finally, let’s compare handwriting to typing briefly in this regard. With typing, you move a finger, press a key, then move another one. However, with handwriting the movements are more complex. In addition, you have to hold a pen or pencil steady in your hand. In turn, this means that the fine motor skills needed for handwriting and typing are different. As children learn to write words by  hand, they incorporate both academic learning and fine motor skills.

Psychological benefits

Finally, let’s look at the psychological benefits of handwriting. When people talk about the therapeutic effects of handwriting, this is often what they mean by it. In short there are situations where handwriting can be psychologically and physically beneficial. These effects extend far beyond the improvements of motor skills discussed above.

Journaling helps people process traumatic events

First, we have known since the 1980s that writing a journal helps people process traumatic events, bad memories, and other failures. There are many reasons for this, such as the fact that you can write in a diary that nobody else reads. At the same time, you’re taking the time to write out your thoughts, involving the physical in your attempts to do mental processing. Recent studies, in fact, have shown that “writing therapy” is a viable alternative to formal counseling, especially when “professional help” is inaccessible.

Handwriting helps reduce stress and anxiety

Similar to the benefits of handwriting on trauma victims, scientists have found that writing about one’s feelings helps reduce stress and anxiety. Here, the researchers had study participants write about emotional events, rather than trauma per se. The idea was to let people process their emotions by using expressive language in their writing. In other words, how they felt during the event being written about.

At the end of the study, researchers noticed that participants had a lot less stress and anxiety than they did at the beginning of the study. Furthermore, similarly to psychotherapy the effects lingered after the end of the therapy sessions. Effects were most pronounced in subjects that have an easier time expressing their emotions.

Handwriting can help boost physical health

Finally, a paper published by Cambridge University outlines the physical benefits of expressive writing. The literature review overall contributes to the discussions that scientists and health professionals have had about the linkage between physical and mental health, because the authors are looking at the therapeutic use of writing as it relates to physical health.

In short, the findings of this paper are astounding. People who engage in expressive writing have lower levels of stress, but they also may experience an improvement in chronic health conditions. For instance, people with asthma have increased lung function and a decrease in emergency inhaler use. Likewise, people with HIV sometimes see boosted immune function, and patients with high blood pressure see it reduce.

Looking at the studies and educational literature above, it is clear that handwriting has a profound therapeutic effect.  Far from being a dinosaur of the past, handwriting can and should retain some of its place in everyday life. To that end, it is important that schools continue to teach handwriting, and that people be encouraged to write about their lives as appropriate. Finally, assistive technology is clearly helpful for children with special needs, as we’ve known for a long time. But handwriting has enough value for all young learners that, so long as a child is capable of writing, they must be allowed to do so on some level.

To receive our advice based on your self-assessment of your child, please download our free checklist below:

4 Dyscalculia Case Studies We Can Learn From

4 Dyscalculia Case Studies We Can Learn From

Diagnosis is scary for parents. Having your child’s school tell you that there might be a reason for underachievement that extends beyond simply insufficient effort. And for teachers or administrators, the conversation is intimidating. In addition, there has historically been a lot of stigma associated with having a child in special education classes. While this stigma is less significant than it used to be, and “mainstreaming” more common, it’s important that parents understand the value of intervention.

Getting a diagnosis answers a lot of questions, too. For instance, school psychologists and other practitioners will need to determine whether or not a student has a level of intelligence that’s at least average. In addition, each student has a unique tapestry of strengths and weaknesses. These can be used to teach math facts and concepts. In other words, the educational evaluation tells professionals how to help someone who is struggling.

Let’s look at some dyscalculia case studies and what we can learn from them.

Study 1: Student perpetually struggles (Kay)

Kristin Montis of the University of Minnesota tells us of a fifth-grade girl, named “Kay,” that she tutored. Kay is an intelligent child, and she does what every student is supposed to do: attend school every day, do her homework, and work hard. In addition, Kay is described as an eager learner, even though she struggled at math and reading. However, standard tutoring didn’t make enough of an improvement on her academic performance. This is not unusual with dyscalculia.

After significant experimentation, Montis determined that Kay’s difficulty was with phonetics: she had trouble expressing ideas in words. For instance, she would mis-hear or mis-interpret written works and as a result not understand them completely. In math, concepts such as fractions were difficult to properly articulate. However, Kay was able to interpret symbols and understand the relationships between concrete objects.

Montis was able to leverage Kay’s ability to interpret symbols to teach important concepts. For instance, fractions were reduced to diagrams and taught using manipulative objects such as pieces of paper cut into parts, or different-colored items representing quantities. As a result, she understood the concepts behind math. From there, it was necessary to teach her how to associate mathematical symbols with the concepts, a task that the case study doesn’t discuss.

Study 2: Student learns with manipulatives (Sam)

An unsigned case study tells us of a 6-year-old boy named Sam. While most children his age have relatively uniform achievement across subjects, Sam is brilliant in English and other topics, but struggles in math. Like many children with math or reading differences, Sam was already diagnosed with dyspraxia and some other challenges. However, the evaluator missed the math struggles because this is easy to do in early elementary.

When a new evaluation was done, Sam was shown to have superior verbal intelligence and ability but struggling in math-related measures. He had a slow processing speed and poor perceptual abilities, which are classic signs of dyscalculia. In addition, his mastery of math concepts such as counting were typical of dyscalculia.

To address these weaknesses, Sam was given access to one-on-one math instruction and a computer program that’s intended to help children with dyscalculia. The tutoring employed tactile tools to help teach math concepts, while the computer program used other sensory approaches. 10 weeks later, Sam had made significant progress, nearly catching up to expectations. As a result, he was able to stay in a mainstream school with supports, rather than a specialist classroom.

Study 3: North African school learns to grapple with dyscalculia

Even in international schools, the education of children with learning differences isn’t always as advanced in less developed countries. This case study focuses on one 5th grade student in an international school in North Africa. Due in part to lower levels of awareness and service availability, the student was identified as having dyscalculia relatively late. Pull out sessions were given to the student in an attempt to improve his math skills. There were other students in the sessions, but they weren’t identified as having dyscalculia.

During pull-out sessions, researcher Anas Lahrichi noticed that the interventions were mainly focused on assigning worksheets to help the student learn. This meant doing more math problems. Meanwhile the resource teacher kept trying to explain math concepts. In addition, the teacher made the overall environment encouraging and empowering for all students in the class. There was no pressure to make certain benchmarks, so students could work at their own pace.

At the end of this study, the student with dyscalculia had made only minor progress in math skills. Lahrichi noted that the reason for this was likely teaching methods. In particular, few manipulatives were used in classes. These are tactile toys that help teach math concepts. Specialized computer programs or math games weren’t being used, either. Finally, assessment tools were poorly designed for these students.

Study 4: Italian researchers find that manipulatives work

Finally, let’s take a brief look at an Italian study. This involves two students, ages 8 and 9, who struggle with math. In one student, the difficulty has been identified as dyscalculia, while the other student simply struggles. Our authors want to know if the use of manipulatives will help either or both students.

Both students were given a specialized type of blocks that are intended to help children learn math by “doing” math. At the end of this brief study, investigators found that the student with dyscalculia experienced significant improvements in math skills such as counting and learning math facts. Meanwhile, the child without dyscalculia only improved a little, which the researchers determined was mainly due to increased confidence.

What do each of these case studies teach us?

In short, these case studies all teach us one thing: traditional math teaching methods are inadequate for students with dyscalculia. This was especially evident in the North Africa study. Despite getting “extra help,” the student experienced minimal improvement in his math skills. In addition, the study suggests that simply drilling a student on math facts and encouraging him or her might not work well if they have dyscalculia. For many students, it takes a specialized kind of instruction to truly break through.

On the other hand, the African school did very well in trying to boost student confidence. Most people don’t like to do things which they don’t enjoy, or which they find discouraging. By attempting to boost the student’s confidence, the school is setting the stage for continued effort. Once the right help is available to the student, there’s a good chance they will be more effective than they would be with a completely discouraged child.

The cases of Kay and Sam demonstrate the efficacy of multisensory teaching methods. For Kay, learning to visualize math concepts was helpful for learning. While the study didn’t indicate how Kay learned to transfer these skills into ordinary math work, she still was able to articulate learning in math. Other interventions or accommodations may have been able to help her transfer that knowledge into schoolwork. For instance, people who are illiterate can often express concepts orally. Either way, Kay benefitted from the teacher leveraging her strengths.

With Sam, we see a classic example of multisensory teaching enabling a student to learn and understand concepts. Sam is given access to manipulatives and computer games, as we see with Kay. Only in this case, Sam was able to transfer this to more traditional, age-appropriate assessments. Even better, it made a huge difference to Sam in allowing him to be mainstreamed with additional help. Sam has lots of potential for academic achievement in the future, whether this is in math or other subjects.

Finally, let’s look at the Italian study. The most significant finding here is that manipulatives provided only minimal help to the “struggling” student, while making a big difference to the one with dyscalculia. This tells us that manipulatives have potential for students with dyscalculia, while it has limited benefit for struggling students without the difference.

Almost anyone can succeed, even with dyscalculia.

The truth is simple: with proper teaching methods and perseverance, anyone with normal intelligence can succeed. While we can’t expect miracles for every child, proper teaching methods and encouragement work wonders in many learning differences. Combined with student diligence, there’s a very good record for timely interventions. Many students with dyscalculia and other learning differences have graduated high school, attended university, and even achieved advanced degrees.

Let’s close by looking at a few professionals who have overcome learning differences to enter a professional field. Rose Lister is a woman who struggled with dyscalculia, but who is now a teacher. Her advice to others with the condition is simple: learn to persevere. Even with the best instruction, determination to succeed is one of the best indicators of success. In fact, perseverance can even help overcome bad teaching to some extent.

Another successful person with dyscalculia is Charles Schwab. Although he struggled in school, Schwab became an important financier and securities broker. He’s also the founder of Charles Schwab brokerage. And, like Lister, he chose to give back. His legacy to the learning differences community is the Schwab Foundation for Learning, which focuses on promoting success for students with differences.

Looking at these case studies shows us one important thing: proper teaching methods work. So does perseverance. In fact, proper interventions have helped many people, like Lister and Schwab, become very successful despite their differences. Having a diagnosis of dyscalculia or any of several other differences is far from a “death sentence” for academic achievement. Instead, it’s an opportunity to receive the help that’s needed to promote success.

For further reading on dysclaculia, please see: How Dyscalculia Can Affect Teenagers

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