Motor Aspects of Writing
What is it?
The "motor aspects of writing" refers to skills needed for a student to competently complete the task of writing. These skills encompass many areas and need to be integrated so that the individual may successfully complete the task. When writing, a student needs to integrate physical, visual-perceptual, social-emotional, cognitive, and organizational skills. (WATI.org)
Overcoming Challenges. Some students have difficulties in one or more of the above areas and the use of assistive technology can help them compensate for and overcome their challenges. After using the SETT model and assessing the needs of the student, his/her environment, and the task, educators can begin to consider the technologies that will best meet the needs of the student.
Overcoming Challenges. Some students have difficulties in one or more of the above areas and the use of assistive technology can help them compensate for and overcome their challenges. After using the SETT model and assessing the needs of the student, his/her environment, and the task, educators can begin to consider the technologies that will best meet the needs of the student.
Low-Tech
The following are two examples of low-tech assistive technologies:
Modeling clay can be used to build up the base of a pencil for those students who have difficulty with their grip.
Rubber stamps with certain key phrases or pictures can aid the student who has difficulty using a pencil or pen.
Modeling clay can be used to build up the base of a pencil for those students who have difficulty with their grip.
Rubber stamps with certain key phrases or pictures can aid the student who has difficulty using a pencil or pen.
Mid-Tech
If further assistance is needed, educators may consider using:
A word processor to improve the legibility and spelling of students who have difficulty writing with a pen or pencil.
Label makers can assist students express ideas in writing.
A word processor to improve the legibility and spelling of students who have difficulty writing with a pen or pencil.
Label makers can assist students express ideas in writing.
High-Tech
For students who face greater challenges, the following technologies may be needed:
Students may use a computer program such as WriteOnline by Crick Software. This word prediction program is accessible on any computer with internet access. It predicts words from what has been typed by the student, and it reads back what the student has typed to aid in the identification of errors.
Another computer program, Speak Q (goQ Software) allows students who find using a keyboard challenging to speak into a microphone. The spoken word then appears in written form on the computer screen.
Further Resources
Write Online
http://www.cricksoft.com/uk/products/tools/writeonline
Word Q
http://www.goqsoftware.com/
Georgia Assistive Technology Project Tools for Life
http://www.gatfl.org/
Wisconsin Assistive Technology Initiative
http://www.wati.org/
Sources Cited:
Dell A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: enhancing the school experiences of students with disabilities (2nd Ed.) Upper Saddle River, NJ: Pearson.
Gierach, Jill (ed.) (2009). Assessing students' needs for assistive technology, 5th Edition, Wisconsin Assistive Technology Initiative. Milton, WI.
Modeling clay graphic. Retrieved April 14, 2013, from http://dickblick.com.
Paper and pencil graphic. Retrieved April 14, 2013, from http://www.darton.edu.
Word processor graphic. Retrieved April 14, 2013, from http://wired.com.
Write Online graphic. Retrieved April 14,2013, from http://learninggrids.co.
Students may use a computer program such as WriteOnline by Crick Software. This word prediction program is accessible on any computer with internet access. It predicts words from what has been typed by the student, and it reads back what the student has typed to aid in the identification of errors.
Another computer program, Speak Q (goQ Software) allows students who find using a keyboard challenging to speak into a microphone. The spoken word then appears in written form on the computer screen.
Further Resources
Write Online
http://www.cricksoft.com/uk/products/tools/writeonline
Word Q
http://www.goqsoftware.com/
Georgia Assistive Technology Project Tools for Life
http://www.gatfl.org/
Wisconsin Assistive Technology Initiative
http://www.wati.org/
Sources Cited:
Dell A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: enhancing the school experiences of students with disabilities (2nd Ed.) Upper Saddle River, NJ: Pearson.
Gierach, Jill (ed.) (2009). Assessing students' needs for assistive technology, 5th Edition, Wisconsin Assistive Technology Initiative. Milton, WI.
Modeling clay graphic. Retrieved April 14, 2013, from http://dickblick.com.
Paper and pencil graphic. Retrieved April 14, 2013, from http://www.darton.edu.
Word processor graphic. Retrieved April 14, 2013, from http://wired.com.
Write Online graphic. Retrieved April 14,2013, from http://learninggrids.co.