Dysgraphia: Within the Geometry Classroom
By: Frances Hoey
Ā Ā Ā Ā In the mathematics classroom, the importance of writing may not appear as clear as it would in subjects like english or social studies. When students reach high school, they are introduced to their first mathematics course that is not purely computation based. Much of the geometry curriculum involves writing proofs, which centers studentsā grades on writing skills rather than analytical abilities. As a result, this can create challenges for students with writing struggles such as dysgraphia. These students have trouble with transcription, from forming letters to holding a writing utensil. Thus, it is the responsibility of the educator to identify and implement the proper strategies in the geometry classroom to ensure success for their students with dysgraphia.
Ā Ā Ā Ā Ā Ā When it comes to the signs of dysgraphia, it is important to understand that this disorder is purely based on struggles with transcription. These students do not have challenges with written expression, but having to place so much focus on handwriting, typing, and spelling causes written performance to suffer. With some extra help, students with dysgraphia are fully capable of comprehending and implementing geometry curriculum. This may even already be apparent by a comparison between studentsā written and oral skills.
Ā Ā Ā Ā Ā Ā The challenges of dysgraphia impact studentsā academic performance in a variety of ways. As this is a transcription disorder, the most prevalent struggles involve handwriting functions. In fact, ādysgraphia literally translates to difficult (dys-, English) writing (-graphia, Greek). Viewed largely as a handwriting impairment, dysgraphia also affects a personās ability to draw lines and shapesā (Kelly & Kelly, 2019). Thus, students face barriers with note-taking that are often blindly met with cumbersome accommodations. A research study based on an engineering student with dysgraphia outlines his learning experiences without the proper strategies for success. He did not take the SAT as āthe accommodations he would need would have made it a three-day endeavor. He cringed as he recalled the embarrassment of having someone read him the driverās permit test because there wasnāt a computer reader availableā¦ In middle school, he was two math levels ahead of grade level, but he was in remedial reading classesā (Kelly & Kelly, 2019). Thus, it is evident that a lack of accommodations creates major setbacks and unnecessary challenges for students with dysgraphia. Ā
Ā Ā Ā Ā These students face additional STEM-specific challenges when learning with dysgraphia. In the geometry classroom, signs of dysgraphia appear as difficulty in drawing shapes and completing geometric constructions such as sketching triangles, parallelograms, etc. A large component of the geometry curriculum is using the compass, protractor, and straightedge to construct bisected angles and shapes. As students with dysgraphia already struggle with holding their writing tools, the addition of a construction tool will only create more of a challenge. Another component of the geometry class is writing proofs on the congruence or similarity of shapes. The difficulty and time-consuming nature of writing in a straight line for students with dysgraphia creates a serious impediment to the proof-writing process.
Ā Ā Ā Ā As a result, there are many effective strategies to implement in the geometry classroom to ensure the success of students with dysgraphia. In order to improve the fine-motor skills that writing relies on, students with dysgraphia may benefit from occupational therapy. Therapists will work with these students on motion and posture, but there are also effective tools for inside the school system. For example, students can practice āpicturing the letter they are writing and making the shape with the hand in the air. This can also be done by practicing letters and numbers with hand or finger motionsā (Deh, 2019). Technology also plays a crucial role, as it can account for many of the struggles associated with dysgraphia. Since students struggle with handwriting, tablets can be implemented in the classroom as there exists a plethora of note-taking apps and dictation software. As a whole, typing suits the needs of dysgraphia students as it eliminates the struggle of forming letters and shapes, while also allowing for easy erasing. This creates an alternate style of learning, rather than a challenged one. As a bonus, there little difference between these digital dysgraphia tools and that of any other student in a technology-heavy society. It is the schoolās responsibility to serve these students, as āthe school system should assess and provide the necessary supports for the studentās needs in the educational settingā (Chung et al., 2020). With the resources available through an IEP or 504 plan, dysgraphia students must have access to writing accommodations, from scribes to assistive technology. All of these tools serve to alleviate the challenges and stresses that arise from writing-based classroom.
Ā Ā Yet, when writing becomes a necessity in the mathematics classroom, there remain effective strategies to aid students with dysgraphia. āSpecific devices may be utilized, such as larger pencils with special grips and paper with raised lines to provide tactile feedback. Extra time can be permitted for homework, class assignments, and quizzes/tests. Depending on the studentās comfort level, alternative ways of demonstrating knowledge (e.g., oral or recorded responses) can be consideredā (Chung et al., 2020). Educators can implement fill-in the blank notes and graphic organizers that will serve to benefit all students, as less focus is placed on blind note-taking and more time is allottedĀ for comprehension.
Ā Ā Overall, while students with dysgraphia may struggle with the writing skills in the geometry classroom, traditional pencil and paper is clearly not the only path for success. With the proper accommodations, from technology to assistive writing tools, students with dysgraphia are given the foundations to achieve and succeed with confidence in the geometry classroom! Ā Ā
Works Cited
Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational Pediatrics, 9 (Suppl 1), S46.
Deh, T. H. (2019). THINKING IN PICTURES: A WAY FORWARD FOR DYSLEXIA, DYSGRAPHIA AND DYSCALCULIA IN GHANA. European Journal of Public Health Studies.
Kelly, D. P., & Kelly, D. L. (2019). Drawing the Line: The Challenges of Dysgraphia in Introductory Graphics Communication Courses. Journal of Technology Studies, 45(2), 60-66.
