Disgrafia is a deficiency in writing skills, especially handwriting, but also coherence. Dysgraphia is a transcription defect, which means that it is a writing disorder related to handwriting disorder, orthographic encoding (orthography, the process of storing written words and processing letters in those words), and finger sorting (the muscle movement required to write ). This often overlaps with other learning disabilities such as speech impairment, attention deficit disorder, or developmental coordination disorder. In the Diagnostic and Statistical Manual of Mental Disorder (DSM-IV), dysgraphia is characterized as a learning disability in a written expression category when a person's writing skills are below that expected given the age of a person measured through age-appropriate intelligence and education. The DSM is not clear in whether or not writing refers only to the motor skills involved in writing, or if it also includes orthography and spelling skills.
The word dysgraphia comes from the Greek word dys which means "disturbance" and ?????? graphÃÆ'a which means "write by hand".
There are at least two stages in the act of writing: the linguistic stage and the motor-expressive-praxis stage. The linguistic stage involves coding the auditory and visual information into symbols for letters and written words. It is mediated through an angular gyrus, which provides linguistic rules that guide writing. The stage of the motor is where the expression of the written word or grapheme is articulated. This stage is mediated by the Exner writing area of ​​the frontal lobes.
People with dysgraphia can often write to some degree and may experience difficulties with other fine motor skills, such as tying shoes. However, dysgraphia does not affect all fine motor skills. People with dysgraphia often have tremendous difficulties with handwriting and spelling which in turn can lead to write fatigue. They may not have basic grammar and spelling skills (eg, have difficulty with the letters p, q, b, and d), and will often write the wrong word when trying to formulate their thinking on paper. This disorder generally occurs when the child is first introduced to write. Adults, teenagers, and children are all subject to dysgraphia.
Dysgraphia should be distinguished from agraphia, which is a loss capability that can be written due to a brain injury, stroke, or progressive disease.
Video Dysgraphia
Classification
Dysgraphia is almost always accompanied by other learning differences such as dyslexia or attention deficit disorder, and this can have an impact on the type of dysgraphia that a person may have. There are three main subtypes of recognized dysgraphia. There is little information available about different types of dysgraphia and there are probably more subtypes than those listed below. Some children may have a combination of two or more of these, and individual symptoms may vary in presentation from what is described here. The most common presentation is the dysgraphia/agraphia motor resulting from damage to some parts of the motor cortex in the parietal lobe.
Dyslexia
People with dysgraphia dyslexia have spontaneous written jobs that can not be read. The work they copy is pretty good, but their spelling is usually bad. The speed of knocking on their fingers (a method for identifying fine motor problems) is normal, suggesting that deficits are unlikely to result from cerebellar damage.
Motor
Motor dysgraphia is caused by a deficiency of fine motor skills, poor agility, poor muscle tone, or non-specific motor stiffness. The formation of letters is acceptable in very short writing examples, but it requires a very hard effort and an unreasonable time to achieve it, and it can not be sustained for a significant period of time, because it can cause arthritis-like hand inflammation. Overall, their papers are bad for unread even if copied by the vision of other documents, and drawing is difficult. Spelling oral for these people is normal, and the speed of tapping their fingers is below normal. This shows that there is a problem in the fine motor skills of these individuals. People with developmental coordination disorder may be disgraphic. Writing is often skewed because it holds a pen or pencil incorrectly.
Spatial
A person with spatial dysgraphia has a defect in the understanding of space. They will have unreadable, spontaneous written work, non-duplicate work, and problems with drawing skills. They have normal and normal finger tapping speeds, indicating that this subtype does not have a good motor.
Maps Dysgraphia
Signs and symptoms
Symptoms for dysgraphia are often overlooked or associated with lazy, unmotivated, uncaring, or delayed motor processing. To be diagnosed with dysgraphia, a person should have a cluster, but not necessarily all, of the following symptoms:
Dysgraphia can cause students' emotional trauma often due to the fact that no one can read their writing, and they are aware that they are not performing to the same extent as their counterparts. Emotional problems that may occur in addition to dysgraphia include self-esteem disorder, decreased self-efficacy, high anxiety, and depression. They may make an extra effort to get the same achievement with their peers, but are often frustrated because they feel that their hard work is not paying off.
Dysgraphia is a disorder that is difficult to detect because it does not affect a certain age, gender, or intelligence. The main concern in trying to detect dysgraphia is that people hide their disability in the back of their verbal fluency because they are embarrassed that they can not achieve the same goal with their peers. Having dysgraphia is not associated with a lack of cognitive ability, and it is not uncommon in intellectually gifted individuals, but because their intellectual dysgraphia is often unidentified.
Related conditions
There are some common problems that are not related to dysgraphia but are often associated with dysgraphia, the most common being stress. Often children (and adults) with dysgraphia will become very frustrated with the special writing task on plain paper (and spelling); younger children may cry, frown, or refuse to complete a written assignment. This frustration can cause children (or adults) a lot of stress and can cause stress-related illnesses. This could be the result of any symptoms of dysgraphia.
Cause
Dysgraphia is a biologically based disorder with a genetic base and a brain. More specifically, this is a memory problem that works. In dysgraphia, individuals fail to develop normal connections between different brain regions required for writing. People with dysgraphia have difficulty remembering and automatically mastering the sequence of motor moves required to write letters or numbers. Dysgraphia is also partly due to the underlying problems in orthographic coding, orthographic loops, and graphmotor output (the movement that produces the writing) by one's hands, fingers and executive functions involved in letter writing. The orthographic circle is when the written word is kept in the mind's eye, connected through sequential finger movements to output the motor through the hand with feedback from the eye.
Treatment
Treatments for dysgraphia vary and may include treatments for motor disorders to help control the motion of writing. Use of occupational therapy can be effective in school settings, and teachers should be well informed about dysgraphia to assist in carry-over of occupational therapist interventions. Treatment can overcome memory impairment or other neurological problems. Some doctors recommend that individuals with dysgraphia use computers to avoid handwriting problems. Dysgraphia can sometimes be partially overcome with appropriate and conscious effort and training. The International Dyslexia Association recommends the use of kinesthetic memory through initial training by asking children to learn to write letters and then practice writing with closed eyes or prevented to reinforce the impression of the letter being written. They also suggest teaching students cursive writing because it has fewer reversible letters and can help reduce the problem of spaces, at least in words, because cursive letters are generally embedded in a word.
Diagnosing disgraphia can be a challenge but can be done in a facility that specializes in learning disabilities. It is recommended that those who believe they may have dysgraphia seek a qualified physician to be tested. The doctor will make the client write his own sentences and paragraphs, and copy the text according to age. They will assess the results of the writing, as well as observe the client's posture when writing, grip them on stationery, and will ask the clients to tap their fingers or rotate their wrists repeatedly to assess fine motor skills.
School
There is no special education category for students with dysgraphia; in the United States, the National Center for Learning Disabilities suggests that children with dysgraphia are handled on a case-by-case basis with Individual Education Programs, or provide individual accommodation to provide alternative ways to turn in jobs and change tasks to avoid the area. weakness. Students with dysgraphia often can not complete a readable written assignment, according to length and content, or within the allotted time. It is recommended that students with dysgraphia receive specific instructions appropriate to them, this means that each set of instructions may be different for each child. Children will mostly benefit from explicit and comprehensive instruction, help translate at different levels of the language, and review and revise tasks or writing methods. Direct and explicit instruction on letter formation, and guided practice will help students achieve automatic handwriting performance before they use letters to write words, phrases, and sentences. Some older children may benefit from the use of personal computers, or laptops in the classroom so they do not have to deal with the frustrations falling behind their peers.
It is also suggested by Berninger that teachers with disgraphic students decide whether their focus will be on script writing (printing), or keyboarding. In both cases, it is helpful that students are taught how to read cursive writing as is used daily in the classroom by the teacher. It may also be beneficial for the teacher to come up with other methods to assess the child's knowledge other than a written test, for example an oral test. This causes children to be less frustrated because they can share their knowledge with the teacher without worrying about how to write their thoughts.
The number of students with dysgraphia may increase from 4 percent of students in the elementary class, due to the overall difficulty of handwriting, and up to 20 percent in secondary schools because written compositions become more complex. With this in mind, there is no exact number of how many people have dysgraphia because of the difficulty to diagnose. There is little gender difference in relation to written disability; overall it was found that men were more likely to be disadvantaged with writing, composing, spelling and orthography than women.
Source of the article : Wikipedia
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