Did you know that school education is almost exclusively based on the written word? Dysgraphia is a learning disability that affects handwriting and its layout. Lasting and persistent, it quickly leads to constant cognitive overload in children at school. The occupational therapist may suggest the use of a computer…
Dysgraphic writing difficulties
The pre-calligraphy stage begins in first grade, when children learn to respect the standards and requirements of calligraphy. Typically, it takes two years to eradicate shaky lines, awkward word connections and wavy letters on the line. Dysgraphic writers never reach this stage… With the calligraphic stage, they master their gesture, and their writing becomes more regular and consistent: dysgraphic writers never reach this stage.
Affected by this persistent disorder, the child is unable to speed up, otherwise his productions become completely illegible. Without automation of the writing gesture, the dysgraphic child remains at the stage of graphism, in which letters are drawn.
The cognitive overload of written expectations in the school environment
Did you know that a child in primary school can be required to write for up to 6 hours a day? This figure can rise to as much as 8 hours in junior high and high school. Resolutely based on the written word, the school environment adds a cognitive cost to dysgraphics’ writing difficulties! Absorbed in the act of writing, he can’ t really listen to and understand the teachings. Not to mention his growing fatigue.
According to Dr. Alain Pouhet of the Poitiers University Hospital, “imposing handwriting means imposing a double task, aggravating fatigue and slowness, and creating a learning deficit”[1].
The benefits of switching to the keyboard for dysgraphics
An occupational therapist may suggest the use of a computer to overcome writing difficulties: with a keyboard, the cognitive overload is removed, and the dysgraphic child can write while listening, thinking and understanding the lessons.
The transition from handwriting to writing on a computer doesn’t happen overnight: children need to learn how to use this tool. First and foremost, dysgraphics must learn to type by hiding the keyboard, so that they don’t exhaust themselves looking for the letters on it. This recommendation also applies to visuo-spatial dyspraxics. Next, children need to know how to save their documents, use Word-type software, organize their work (directories), print…
Rehabilitation before computer use
While the computer offers many advantages for a dysgraphic child at school, it ‘s important not to impose it on a child who agrees to attend graphotherapy sessions. Indeed, handwriting is the only form of writing that allows neural circuits to make the connections needed to memorize spelling, grammar and lessons.
By entrusting your child to a graphotherapist, this professional will be able to assess the extent of dysgraphia and initiate the appropriate re-education, in order to improve the quality, speed and gesture of writing. If need be, we can always discuss the relevance of computers in schools with this expert!
[1 ] Quote: https://coridys.fr/wp-content/uploads/2016/06/dysgraphie-quand-mettre-en-place-ordinateur-pouhet.pdf
