{"id":2718,"date":"2017-02-28T11:39:50","date_gmt":"2017-02-28T17:39:50","guid":{"rendered":"http:\/\/at3center.org\/?page_id=2718"},"modified":"2020-07-12T10:53:03","modified_gmt":"2020-07-12T15:53:03","slug":"writing","status":"publish","type":"page","link":"https:\/\/exploreat.net\/at-discovery\/writing\/","title":{"rendered":"Writing"},"content":{"rendered":"\n\t

What is Assistive Technology for writing support?<\/strong> Assistive Technology (AT) can be a big help to individuals who struggle with different types of writing challenges. There are AT tools that can make the physical act of writing easier. AT can also help individuals who have trouble with spelling and grammar, and with organizing and expressing their thoughts.<\/p>\n

\"\"When do I need to use AT for writing?<\/strong> AT for writing may be needed when the motor aspect of writing is difficult.\u00a0 Motor aspects of writing include: holding the writing utensil; stabilizing the paper; visually guiding the hand; moving the writing utensil along the paper; visual recall of the letter; kinesthetic memory of letter formation; and word formation and writing and re-writing as part of the editing process. Writing support may be needed for individuals who have difficulty organizing and expressing their thoughts which is known as composition.<\/p>\n

Who needs AT to help with writing?<\/strong> Struggling writers may be young students who are beginning to learn to use writing utensils and struggle with the motor aspects of writing.\u00a0 Individuals of all ages may continue to have difficulty with writing. Or, individuals may not struggle with the mechanics of writing, but instead, have difficulty with organizing before and while drafting or composing essays, letters, papers, or work assignments.<\/p>\n

Why?\u00a0<\/strong>Assistive Technology for writing mechanics and composition can provide the support to bridge the gap to the skills an individual needs. A number of learning and attention issues can cause trouble with writing. Individuals Kids who struggle with writing may have difficulty with handwriting, expressing ideas in writing, or both. Dysgraphia is a common reason that individuals struggle with writing.<\/p>\n

When kids\u00a0struggle with writing, they may be experiencing difficulty in two areas. One is the mechanics of handwriting. The other is expressing ideas in writing.\u00a0Dysgraphia<\/a>\u00a0is a learning issue that can affect either area\u2014or both.<\/p>\n\t

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Resources for Writing (part of Learning, Cognition & Development)
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\n\t\tAT3 Center Videos on Writing\n\t<\/h4>\n\t

Below, you’ll find videos explaining assistive technology directly related to Writing (and other Learning, Cognition & Development topics)<\/em>. You can click the graphic to play all six videos consecutively. Or, when you get to YouTube, you can select from the LCD playlist.<\/p>\n\"Writing-Writing<\/a>\n\"Evo<\/a>\n\"Computer<\/a>\n\t

You can see ALL of AT3Center’s AT Videos by clicking here.<\/a><\/p>\n

\n\t\tEasterSeals Crossroads –
INDATAProject TechTip Videos\n\t<\/h4>\n\t

Easter Seals Crossroads has been providing assistive technology solutions in Indiana since 1979. In 2007, Easter Seals Crossroads partnered with the State of Indiana, Bureau of Rehabilitative Services to establish the Indiana Assistive Technology Act (INDATA) Project. The INDATA Project offers excellent videos and Podcasts that provide timely updates on new assistive technology.<\/p>\n

Here’s INDATA’s YouTube video playlist for Tech Tips for Google<\/a> (including two videos on Google Read & Write).<\/em><\/p>\n

INDATA also offers three Podcasts that you can listen to, or subscribe to, on this page.<\/a> At the top right of any of these pages you can search for a specific disability category.<\/p>\n

The AT3Center.net<\/a> wishes to thank the INDATA Project for their expertise and excellence in advancing access and awareness of assistive technology.<\/p>\n\t

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Information on this page addresses Assistive Technology for people with writing disabilities in…<\/p>\nEDUCATION<\/a><\/strong> \u00a0\u00a0| \u00a0EMPLOYMENT<\/a> \u00a0| \u00a0COMMUNITY\u00a0LIVING<\/a>
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EDUCATION<\/strong><\/p>\n\t\t\t\t\"Writing\n\t

Talking Points for Writing Assistive Technology in Education<\/p>\n

Motor Aspects of Writing<\/strong><\/p>\n

Handwriting is a complex skill involving visual perceptual, neuromuscular, and motor components. There are also cognitive and social emotional factors that influence handwriting. These all make writing one of the most complex skills acquired by students. Students must produce written material in tests, worksheets, and essays to demonstrate what they have learned. Handwriting begins prior to kindergarten through second grade. Penmanship is practiced through fourth grade. Keyboarding starts at or before the fourth grade. Technology has made alternatives to handwriting available, including keyboarding and voice recognition.<\/p>\n

Assistive Technology for the Composition of Written Material<\/strong><\/p>\n

Writing also involves a cognitive component of organizing and composing written material. A student is required to learn a series of concepts to organize into a linear form and then to compose the ideas in a meaningful way. A common concern expressed by teachers, parents, and in some cases, the students themselves is \u201cThey have good ideas but just can’t get them down on paper.\u201d The following tools may assist students in overcoming or adapting to the writing obstacles they face.<\/p>\n

Credit: excerpts from Wisconsin AT Initiative project \u201cAssistive Technology for Writing\u201d\u00a0<\/em><\/p>\n

For children transitioning into the public school at age 3 – <\/strong>To ensure successful AT transitions for children turning 3 years old, it is important for any AT the child is currently using or may need to use in school, whether written into the child’s Individualized Family Service Plan (IFSP)<\/a> or not, be incorporated into the child’s Individualized Education Program (IEP). You’ll find this information in the Community section below.<\/a><\/p>\n

For students transitioning into the community or employment settings upon high school graduation<\/strong> – To ensure successful AT transitions for students aging out of school services, it is important for any AT the student is currently using or may need to pursue employment outcomes, whether written into the child’s Individualized Education Program (IEP) or not, be incorporated into the student’s Individualized Plan for Employment (IPE). IPEs are developed through collaboration with the state vocational rehabilitation agency using a Vocational Rehabilitation (VR) Counselor. You’ll find this information in the Employment section below.<\/a><\/p>\n

Situations where a child might need assistive technology for writing:<\/p>\n

\n\t\tSchool Environment\n\t<\/h3>\n\t