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Dysgraphia
The Learning Breakthrough Program™ addresses brain processing issues that underly Dysgraphia by
improving sensory
integration skills directly, enabling users to overcome
hurdles and successfully reach their motor control processing
potential so that fundamental hand writing improvements stay
with users for the long term.
Dysgraphia is a
neurological disorder characterized by writing disabilities.
It is described as a learning disability resulting from the
difficulty in expressing thoughts in writing and graphing. It
generally refers to extremely poor
handwriting.
Problems
arise because "dysgraphia" has no clearly defined criteria. A
student with any degree of handwriting difficulty may be
labeled "dysgraphic" by some educational specialists, but may
or may not need special education services. Most learning
disabled students experience difficulty with handwriting and
probably could be considered "dysgraphic". However, the term
is seldom used within public schools because of the lack of
any generally recognized or measurable criteria.
Students with
dysgraphia often have sequencing
problems. Studies indicate that what usually appears to be
a perceptual problem (reversing letters/numbers, writing words
backwards, writing letters out of order, and very sloppy
handwriting) usually seems to be directly related to
sequential/rational information processing. These students
often have difficulty with the sequence of letters and words
as they write. As a result, the student either needs to slow
down in order to write accurately, or experiences extreme
difficulty with the "mechanics" of writing (spelling,
punctuation, etc.). They also tend to intermix letters and
numbers in formulas. Usually they have difficulty even when
they do their work more slowly. And by slowing down or getting
"stuck" with the details of writing they often lose the
thoughts that they are trying to write
about.
Students with
an attention deficit disorder (especially with hyperactivity)
often experience rather significant difficulty with writing
and formulas in general and handwriting in particular. This is
because ADHD
students also have difficulty organizing and sequencing
detailed information. In addition, ADHD students are often
processing information at a very rapid rate and simply don't
have the fine-motor coordination needed to "keep up" with
their thoughts.
Some students
can also experience writing difficulty because of a general
auditory or language processing weakness. Because of their
difficulty learning and understanding language in general,
they obviously have difficulty with language expression and
written language is the most difficult form of language
expression.
The Learning
Breakthrough Program address the difficulties associated with
Dysgraphia by helping to develop and refine the motor skills
that help control writing motion.
To
learn about how The Learning Breakthrough Program works, click
here.
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Contact Information:
Allied Products/Biofeedback Instrument Corp.
255 W. 98th Street
New York, N.Y. 10025
Tel. (212) 222-5665 (5667 Fax)
Email: brotmanp@verizon.net
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