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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 practise all skills, especially the problem making skills where the students face difficulties and problems. Educational games are one of the possible ways how to motivate and improve students´ writing skills. There are plenty of activities and games suitable for dysgraphia students, but the problem that could occur is teachers´ disability to prepare and use such games and activities. As we have already mentioned, teachers should have been provided with several seminars or lectures dealing with the preparation of materials for students with dysgraphia. There are different ways how teachers can help children with learning and to succeed in school. Here are some suggestions to discuss with the school, schools psychologist or specialist as possible options for students. We summed up several hints of accommodations, modifications, and techniques to assist the student with dysgraphia. We analysed these problems and summarized them into the following areas and we suggested how to overcome them. Presentation modifications, response modifications and other following modifications allow and recommend students to: Presentation of a new grammar Response Timing Setting 1. Learn content from songs, movies, audio books, videos and digital media 2. Listen to audio recordings instead of reading text 3. Have another student share class notes with 4. Work with fewer materials and exercises 5. Have a written list of instructions how to fulfil the task 6. Record a lesson, instead of taking notes 7. Have an outline of a lesson and worksheets to copy less from the board 8. Use information gap activities, problem solving activities to develop critical thinking and open-ended stories to develop imagination and creativity 9. Use visual presentations and IT technology 10. Play special games to develop the range of attention 11. Practise writing by copying a short phrases or articles 12. Be patient and positive when practicing handwriting. 13. Use sensory tools-flashcards, playing cards, pictures, charts, posters, tool which they can catch and touch 1. Give responses in a oral/recorded or written form 2. Use a dictionary 3. Learn from webpages where he can find exercises in both forms-written and spoken/recorded 4. Dictate answers to a scribe 5. Capture responses on an audio recorder 6. Use a word processor to type notes or give responses in class 7. Complete writing activities in small steps 8. Have a “proofreader” to look for errors 1. Take extra time for writing tasks. 2. Have extra time to process oral information 3. Take frequent breaks after completing a task 4. Repeat the words several times and copy more times the same words 1. Work or take a test in a different setting, such as a quiet room with few distractions 2. Sit where he learns best (near the teacher) 3. Cooperate with partner while doing the task 4. Take a test in small group setting 5. Use a lot of colours, highlighters and colourful felt-tip pen to mark the text and important facts. 65
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 Scheduling Assignment m odifications Curriculum modifications Graphomotor techniques 1. Take a test in several timed sessions or over several days 2. Take sections of a test in a different order 3. Take a test at a specific time of day 1. Complete fewer or different homework problems than peers 2. Answer fewer or different test questions 3. Write shorter papers 4. Create alternate projects or assignments 5. Have classmate who helps with the tasks and projects 6. Reduce copying tasks 1. Make the learning material easier using various types of exercises 2. Get graded or assessed using a different standard than the one for classmates 3. Get graded on content, not spelling 4. Give answers orally 5. Reduce writing essays 1. Use activities and hand exercises when he/she becomes fatigued. (Adopted from: Richards, 1999) The Power of POWER Students with dysgraphia have difficulties with a writing assignment. A helpful strategy for all such students would be to teach and encourage the use of pre-organization strategies created by Richards (1999). These can include outlining, highlighting the main ideas, organising the ideas on the separate papers, writing main ideas on cards and rearranging them in the desired order, rewrite the sentences several times, using colourful papers and pens. A strategy developed to assist students who have problems organizing their writing and writing ideas into correct form is derived from the mnemonic POWER: P - Plan your paper; O - Organize your thoughts and ideas; W - Write your draft; E - Edit your work; R - Revise your work before producing a final draft (Richards 1999). Based on these research findings and factors indicating students with dysgraphia problems, we created the set of sample exercises for students where they deal with various types of exercises to support and improve writing skills and to encourage and motivate them. They practise their motor skills by drawing, matching, connecting and rewriting the words, phrases, pictures and sentences. In this chapter there are assessments, exercises, games and special activities which every teacher can adopt and use to help students with writing. These activities can be completed whether online or in printed version. Advantages of specially tailored exercises for dysgraphic students 1. Well-structured exercises and activities 2. Clear instructions 3. Visualization of words and their meaning 4. Tasks in both forms-written and spoken 5. Use of pictures for better remembering 6. Variability of the exercises and activities 7. More ways to practice one thing better 8. Eye-catching exercises 9. Exercises in the form of games 10. Complex exercises to improve not only the writing skills, but also other skills. 66
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