This section will describe implications in the learning environment, and the workplace.
Dysgraphia in the Learning Environment
Difficulty writing legibly and efficiently can be very detrimental for academic success as it is typical for children in grade school to spend up to 50% of a school day performing writing tasks under specified time constraints (Rosenblum, Weiss, & Parush, 2004). Support in the form of accommodations upon diagnosis of dysgraphia is critical in order to effectively facilitate learning. In a classroom setting, appropriate accommodations meet the needs of the challenges experienced by the individual learner; this may include extra time to finish written in-class assignments or exams, alternative evaluation methods, the use of assistive technology/word processing including spell checkers and the ability to dictate assignments to a scribe (Learning Disabilities Association of Ontario, 2011; Hetzroni & Shrieber, 2004).
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Dysgraphia in Public Educational Institutions and Individual Education Plans
Once an SLD such as dysgraphia has been diagnosed, public schools are obligated to provide appropriate education and a positive learning environment for the student through the development of an Individual Education Plan (IEP). The IEP document includes the following information that is updated regularly including: current levels of performance, annual goals with short-term objectives, measurable goals, a list of the specific services provided to the child (i.e. classroom modifications, staff training, transition services), and how progress will be measured. An example of a measurable annual goal for a student with dysgraphia could be to directly type his/her thoughts into a typing program /word processor at 60 characters per minute while maintaining readability. The IEP will also include when services begin, where and how often they will be provided, and the duration of time services will continue to be provided. Schools offer various types of service delivery that may present different advantages, two examples of services delivery modes are provided here.
1. A total inclusion program - Students receive academic support within a normal classroom
2. Resource pull out program - Students are taken out of an inclusive program to work on areas of weakness in a small group setting and in accordance to a specified schedule (Stein & Lounsbury, 2004)
Once an SLD such as dysgraphia has been diagnosed, public schools are obligated to provide appropriate education and a positive learning environment for the student through the development of an Individual Education Plan (IEP). The IEP document includes the following information that is updated regularly including: current levels of performance, annual goals with short-term objectives, measurable goals, a list of the specific services provided to the child (i.e. classroom modifications, staff training, transition services), and how progress will be measured. An example of a measurable annual goal for a student with dysgraphia could be to directly type his/her thoughts into a typing program /word processor at 60 characters per minute while maintaining readability. The IEP will also include when services begin, where and how often they will be provided, and the duration of time services will continue to be provided. Schools offer various types of service delivery that may present different advantages, two examples of services delivery modes are provided here.
1. A total inclusion program - Students receive academic support within a normal classroom
2. Resource pull out program - Students are taken out of an inclusive program to work on areas of weakness in a small group setting and in accordance to a specified schedule (Stein & Lounsbury, 2004)
Dysgraphia in Post-Secondary Programs
It is common for students living with dysgraphia or other SLD to choose not to pursue further education and dive into the labor force straight after high-school. However, many students who do enter post-secondary education will be more inclined to enroll in programs that require less formal writing and reading such as arts or science. Choices made in pursuing further education are governed by the learner’s anxiety about the demands of the program and self-efficacy to succeed in a particular occupation. Students tend to avoid taking courses with assessments that require extensive amounts of writing (i.e exams requiring answers in essay format) rather than immediate answers (such as true/false, multiple choice, or fill in the blank). |
This is often true regardless of knowing that services and assistive technology are available to help students meet these challenges (Johnson and Hegarty, 2003). In contrast to grade-school where an IEP is provided, dysgraphia learners must advocate for themselves and take advantage of accessibility services available at their university or college. These services typically include the ability for dysgraphic students to regularly attend lecture with support in the form of assistive technology, or adapted testing. Challenges encountered may be more specific to the program, for example students with LD have found that there is less accommodations available when lab components of a science course where they are pressured to take notes under tight time restrictions.
Overall it was found that success in the educational system is related to learner’s self-determination to overcome impairments and the stigma that comes with an LD. Similar to the workplace, some students may choose not to personally disclose their LD to their professors or peers due to fear of stigma and the feeling of being degraded. Past literature has also indicated that learners with a LD will take longer to complete their studies, such that postsecondary students with a LD took on average 4.6 years to complete their degree, in comparison to 4.1 years for non-LD individuals (Deslandes, Royer, Potvin, & Leclerc, 1999).
Overall it was found that success in the educational system is related to learner’s self-determination to overcome impairments and the stigma that comes with an LD. Similar to the workplace, some students may choose not to personally disclose their LD to their professors or peers due to fear of stigma and the feeling of being degraded. Past literature has also indicated that learners with a LD will take longer to complete their studies, such that postsecondary students with a LD took on average 4.6 years to complete their degree, in comparison to 4.1 years for non-LD individuals (Deslandes, Royer, Potvin, & Leclerc, 1999).
Dysgraphia in the Workplace
People living with dysgraphia feel more anxious than average when applying to new jobs due to the fear of being discriminated and rejected for the position or being labeled in the workplace. Written components of job applications such as cover letters, resume, or excessive fill-out forms can also be burdensome and deter dysgraphics from applying. It has been found that employees with an LD generally have low employment rate and, on average, have received lower wages than employees without an LD.
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Other factors associated with dysgraphia that hinder productivity/success in the workplace may include:
For successful employment, those with dysgraphia may decide to pursue jobs that do not require extensive amounts of formal writing (Rogan & Hartman, 1990). However, a study conducted by Shier et al. (2009) had found that those with learning disabilities are capable of advancing in their careers and can successfully receive promotions. A couple of factors/strategies implemented by individuals with dysgraphia to improve success in the workplace may include the following:
- Self-Esteem and Self-Confidence Issues
- Many dysgraphics have been battling low self-esteem long before transitioning into the workplace. Feeling of incompetence often leads to low resiliency and the feeling of helplessness.
- Heightened sensitivity to failure and criticism, can lead to loss of opportunities due to the common “I’m afraid to try, because I’m afraid to fail” mentality (Goss, 2010) - Time Management Issues
- Regular tasks may take longer than anticipated causing additional stress that prohibit the ability to organize time efficiently
- Example: Writing a simple email requires having to check and double check for errors (Goss, 2010) - Fear of discrimination
- Overwhelming fear of discrimination may lead to refusal to report SLD to employer and thus fail to request appropriate accommodations.
For successful employment, those with dysgraphia may decide to pursue jobs that do not require extensive amounts of formal writing (Rogan & Hartman, 1990). However, a study conducted by Shier et al. (2009) had found that those with learning disabilities are capable of advancing in their careers and can successfully receive promotions. A couple of factors/strategies implemented by individuals with dysgraphia to improve success in the workplace may include the following:
- Self-disclosure of dysgraphic symptoms to employer and personal request/identification of the best modes for accommodation in the workplace.
- Those with dysgraphia are protected by LD legislation and are entitled to accommodations that help to 'even the playing field' - Collaboration and Delegation
- Utilization of personal strengths to compensate for weaknesses in writing, while relying on abilities of others to effectively and efficiently finish tasks
- Example: A corporate executive uses his leadership skills to motivate subordinates and promote teamwork to finish a major written proposal without having to disclose his own deficiencies (Goss, 2010).
(all references can be found under the References button)