Ergonomics & experiential micro-learning with visual & verbal activities for teaching dysgraphics

My clinical studies and interventions which showed promise suggests that most children with dysgraphia are slow visual-verbal learners and learn through individualized micro-learning with equal school and home support.

Medically, being a chronic condition of neurological origin and varying degree of severity, unless well-designed classroom interventions are carried out, continued dysgraphia can affect child's self-esteem, education, social acceptance and vocational contribution.

For a dysgraphic child, the movement and physical therapy should be done with learning utensils or classroom stationary. my clinical studies with the dysgraphic child should in the inset pictures reveals the following.

·         Ergonomic adaptation of slate painted with brown or navy blue distemper
·         Soft dust free chalk-stick held on the stick of stick-file
·         Modelled assisted-drawing of a minimal visual to get the feel of the structure
·         Naming and spelling the visual in a singing tone
·         A four-line poem sung a few times with gestures, actions and through designed minimal puppets with no colours and detailing
·         Repeating the activity three-times for three-to-five days
·         Home support for reinforcement of the activity