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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 Further recommended educational means 1. Pre-organization strategies, such as the use of graphic organizers. Dysgraphic learners have problems with spatial planning of their written task on paper. Paper with a colour-coded pre-writing structure of paragraphs and other parts of the text will help the learner to organise and complete the written assignment. For example, if learners are asked to write a short explanatory essay consisting of five paragraphs, you can in advance prepare the sheet of paper with the following pre-writing structure (meaning of colour-coding: upper yellow = title, green=introduction, blue = body, pink = conclusion, lower yellow = author´s name) : Task: Prepare a similar colour-coded pre-organisation sheet for writing an e-mail. 17
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 2. The outline instead of a full text. Writing a full, cohesive text consisting of several dozens of sentences with appropriate grammar and syntactic structures may be the task too demanding for a dysgraphic learner. Therefore, a teacher may replace such a writing assignment by creating an outline of the text. The outline should be brief and very clear, made of key words and expressions (for more on outlining see Pokrivčáková, 2013b, p. 70). To get used to this technique, the teacher can prepare the partial outline first and then ask learners to complete the missing parts of the outline (see the example below). ELECTRIC CARS Introduction (What is an electric car? Which aspect I am going to write about?) A. Pros 1. ... 2. ... 3. ... B. Cons 1. ... 2. ... 3. ... Conclusion (Should people buy them or not?) 3. Alternative types of note taking. Taking notes is a very important part of both a learning process and professional life. Therefore, all learners, including those with dysgraphia, should be skilled enough to take notes on their own (although dysgraphic learners can be allowed to use various less orthodox aids such as their own abbreviations, pictures, symbols, etc.). Dysgraphic learners require more time and support to learn how to take notes. At the beginning, the teacher can either: a) provide them with a copy of completed notes (made by you or a note taking buddy) so that they can only fill in missing parts; or b) provide them with a partially completed outline so that they can fill in the details under major headings. 18
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