RIARA UNIVERSITY

CERTIFICATE IN TEACHING INTERNATIONAL

CURRICULA

RIC 006: LEANER CENTERED PEDAGOGY AND

PRACTICUM

QUESTION: LEARNERS WITH DISPHRAGIA AND DOWN

SYNDROME

GROUP 4
PRESENTATION DATE: 20 FEBRUARY 2023
 1. Leonorah K. Nyakambi - 24ZAD108725
2. Ruth Mwathi - 24ZAD108866
3. Isiya O. Mourice - 24ZAD108730
4. Synther Akoth Ochieng - 24ZAD108749
5. Samuel Isika Mbevi - 24ZAD108703

Members 6. Lesley Okumu - 24ZAD108711.

7. Cynthia Onditi - 24ZAD108760
8. Ng'iela David - 24ZAD108742
9. Njuguna Jackson - 24ZAD108907
10. Vincent Okello Koga - 24ZAD108718
11. Peter Njoroge Gatauwa - 24ZAD108930
12. Gloria Atieno - 24AZAD108888
13. Vivian Jelagat - 24AZAD108958
Learners with
Dysgraphia
 What Is Dysgraphia?

 Dysgraphia is a neurological disorder in which someone has difficulty turning their thoughts into written

language for their age and ability to think, despite exposure to adequate instruction and education.

 It affects writing skills, such as handwriting, spelling, and expressing thoughts in written form.

 Dysgraphia is common. Researchers estimate that 5% to 20% of people have dysgraphia. The estimated

range is large because dysgraphia often goes undiagnosed or misdiagnosed.

 It’s considered a learning difference- which is refers to a neurological condition that affects how individuals

process, store, and retrieve information.

CAUSES:

• In childhood, dysgraphia is often related to problems with orthographic coding, affecting the ability to remember written words and the
motor movements required for writing.

• In adults, dysgraphia may result from a stroke or other brain injury, particularly damage to the left parietal lobe.

• The left parietal lobe is associated with reading, writing, and sensory processing.

EFFECTS:

• People with dysgraphia often struggle to concentrate on other tasks while writing, which can impact note-taking during classes or
meetings.

• Negative effects on self-esteem, confidence, and attitudes toward school due to criticism of messy handwriting.

RISK FACTORS:

• Learning disabilities like dysgraphia often run in families or may be related to prenatal development factors, such as premature birth.
 Slow or labored writing: Writing may be slow and
require intense concentration.

Unusual body or hand position while writing:

Dysgraphia can affect the way a person holds a pen or
pencil.

Symptoms Omitting letters and words from sentences: Words or

parts of words may be left out.

Watching the hand while writing: Some individuals

observe their hand movements closely during writing.

Saying words aloud while writing: Verbalizing words

as they write is common.
 Illegible handwriting: Messy penmanship is a
common sign of dysgraphia, but not everyone with
the disorder has illegible writing. Some individuals
may have neat handwriting, although it requires
significant effort and time.
Spelling and capitalization errors: Dysgraphia can
lead to incorrect spelling and inconsistent
Symptoms (continued) capitalization.
Mix of cursive and print letters: People with
dysgraphia may unintentionally combine cursive and
print letters within words.
Inappropriate sizing and spacing of letters: Letter
sizes and spacing may be irregular.
Difficulty copying words: Reproducing words
accurately can be challenging.
 Observable behavioral characteristics
among the learners
1. Slow writing speed: They
may take longer than their
peers to complete written tasks.
4. Tendency to write words in
reverse: They may confuse the
order of letters or numbers or
write them backwards or
upside down.
7. Incorrect use of verbs and
pronouns: They may struggle
with grammar and syntax or
use inappropriate verb tenses or
pronoun cases.
2. Trouble holding and
maneuvering a writing
implement: They may have
difficulty gripping a pen or
pencil or use an awkward
posture or angle.
5. Difficulty recalling how
letters are formed: They may
forget how to write certain
letters or symbols or make
frequent errors in letter
formation.
8. Tight hold on pen or pencil
resulting in hand cramps: They
may experience fatigue or pain
in their hand, wrist, or arm
from writing.
3. Inability to write in a straight
line: They may produce uneven
or slanted lines of text or have
trouble aligning words on a
page.
6. Incorrect use of upper- and
lower-case letters: They may
not follow the rules of
capitalization or mix upper-
and lower-case letters within
words or sentences.
9. Difficulty visualizing words
before writing them: They may
have trouble planning and
organizing their thoughts or
generating ideas for writing.
 1.Multi-sensory Instruction: Provide multi-sensory instruction that engages multiple senses,
such as sight, touch, and hearing, to reinforce learning and memory. Use tactile materials,
visual aids, and auditory cues to help students understand and retain information.

2. Handwriting Instruction: Teach handwriting skills using a structured and systematic

approach that focuses on letter formation, spacing, and alignment. Provide ample practice
opportunities with various writing tools, such as pencils, markers, and keyboards, to
accommodate different motor preferences and needs. Consider using adaptive writing tools,
Intervention such as pencil grips, weighted pens, or specialized paper, to support students with fine motor
difficulties.
Strategies For 3. Keyboarding Skills: Introduce keyboarding skills as an alternative to handwriting for
students who struggle with the physical act of writing. Teach touch-typing techniques and
Learners With provide opportunities for students to practice typing fluently and accurately.

Dysgraphia
4. Spelling Strategies: Teach explicit spelling strategies, such as phonics-based approaches,
word families, and mnemonic devices, to help students improve spelling accuracy and word
recognition. Encourage the use of assistive technology tools, such as spell-checkers and word
prediction software, to support students with spelling difficulties during writing tasks.

5. Graphic Organizers and Outlining: Use graphic organizers and outlining techniques to
help students organize their thoughts and plan their writing. Provide visual frameworks, such
as webs, charts, and diagrams, to assist students in generating ideas, structuring their writing,
and sequencing information.
 6. Sentence and Paragraph Structure: Break down writing tasks into manageable steps and teach students
how to construct sentences and paragraphs effectively. Provide models, templates, and sentence starters to
scaffold their writing and facilitate expression of ideas.

7. Editing and Revision Support: Teach students self-editing and revision strategies, such as reading aloud,
using checklists, and seeking feedback from peers or teachers. Encourage them to review and revise their
writing for clarity, coherence, and correctness.

Intervention
Strategies For 8. Alternative Forms of Expression: Provide alternative forms of expression, such as oral presentations,
audio recordings, or visual projects, to allow students to demonstrate their understanding and creativity beyond

Learners With traditional written assignments.

Dysgraphia (continued)
9. Accommodations and Assistive Technology: Implement accommodations, such as extended time for
writing tasks, reduced writing assignments, or access to a scribe, to alleviate the physical and cognitive
demands of writing. Introduce assistive technology tools, such as speech-to-text software, word prediction
programs, or electronic graphic organizers, to support students with dysgraphia in generating and organizing
written content more efficiently.

10. Positive Reinforcement and Encouragement: Provide positive reinforcement and encouragement to
boost students' confidence and motivation in writing. Recognize their efforts, progress, and strengths, and
celebrate their achievements along the way.

Differentiated learning for
an inclusive class
 Differentiated learning activities are designed
to meet the diverse needs and preferences of
students in an inclusive class.
 They allow students to access the same content
and demonstrate their learning in different
ways, according to their readiness, interest,
and learning style.
 Some examples of differentiated learning
activities are;
1.Create learning stations: Provide different types of content by setting up learning stations — divided sections of
your classroom through which groups of students rotate. Each station can have a different activity, such as reading,
writing, listening, speaking, or hands-on practice. You can vary the difficulty level, the amount of guidance, and the
feedback options at each station to suit different learners.

2.Use task cards: Task cards are small cards that contain a specific task or question for students to complete. They
can be used for review, practice, or assessment. You can differentiate task cards by creating different sets for different
levels of learners, or by allowing students to choose the cards that interest them the most. You can also use different
formats, such as multiple choice, short answer, or open-ended questions.

3.Interview students: Interviewing students is a great way to get to know them better and to assess their prior
knowledge, interests, and goals. You can use interviews to differentiate instruction by tailoring your questions to each
student, or by letting students choose the topics they want to talk about. You can also use interviews to create
personalized learning plans or projects for each student.
4.Target different senses within lessons: Some students learn better by seeing, some by hearing,
some by doing, and some by a combination of these. You can differentiate instruction by
incorporating more visuals, audio, or kinesthetic elements into your lessons. For example, you
can use maps, pictures, drawings, objects, or videos to present content in different ways. You can
also use graphic organizers, manipulatives, games, or experiments to engage students in active
learning.

5.Use the think-pair-share strategy: Think-pair-share is a cooperative learning strategy that

involves three steps: think, pair, and share. First, students think individually about a question or
problem. Then, they pair up with a partner and discuss their ideas. Finally, they share their ideas
with the whole class or a small group. You can differentiate instruction by using different types
of questions or problems, or by grouping students according to their ability, interest, or learning
style.
 Differentiated assessment strategies are
ways of assessing students’ learning
that take into account their diverse
needs, preferences, and abilities.
Differentiated assessment Differentiated assessment can help
strategies teachers provide feedback, guidance,
and support to all students, as well as
challenge them to demonstrate their
understanding in various ways.
 Students with dysgraphia, a learning disorder that affects writing skills, may face challenges in traditional
assessments that require a lot of handwriting, spelling, or written expression.
- Some examples of differentiated assessment strategies are;

1. Adapt test formats to cut down on handwriting. For example, use “circle the answer” or “fill in the blank”
questions.
2. Grade based on what the student knows, not on handwriting or spelling.
3. Use a scribe or speech-to-text so the student can dictate test answers and writing assignments.
4. Allow students to use technological tools in place of the physical act of writing, such as speech to text or
audio recording.
5. Provide alternative ways of demonstrating learning, such as video projects, dioramas, skits, posters, or oral
presentations.
 Learners with
Down Syndrome
 Down syndrome is a genetic chromosome
21 disorder caused when abnormal cell
division results in extra genetic material
from chromosome.

This additional genetic material leads to

What Is Down developmental and cognitive delays, as
syndrome? well as characteristic physical features.

Individuals with Down syndrome often

have a range of abilities and challenges,
and they may require additional support
in various aspects of their lives.
Physical symptoms of down syndrome

 While individuals with Down syndrome exhibit a wide

range of abilities and characteristics, there are some
observable behavioral characteristics commonly
associated with the condition such as

 distinct facial appearance

 intellectual disability

 developmental delays

 However, each learner with Down syndrome is unique,

and these characteristics can vary widely from
individual to individual.
 observable behavioral characteristics among the leaners

1.Delayed Developmental Milestones: learners with Down syndrome may reach developmental milestones, such
as crawling, walking, and talking, at a slower pace compared to their typically developing peers.

2. Intellectual Disability: Individuals with Down syndrome often have intellectual disabilities ranging from mild
to moderate. They may have challenges with learning, memory, problem-solving, and abstract thinking.

3. Speech and Language Delays: Many individuals with Down syndrome experience delays in speech and
language development. They may have difficulty with articulation, vocabulary acquisition, sentence structure, and
expressive communication.

4. Short Attention Span: Some individuals with Down syndrome may have a short attention span and difficulty
sustaining focus on tasks for extended periods. They may require frequent breaks and opportunities for movement
and sensory exploration.
 observable behavioral characteristics among the leaners (Continued)

5. Impaired Fine and Gross Motor Skills: Children with Down syndrome may exhibit delays in the development
of fine and gross motor skills, such as grasping objects, hand-eye coordination, balance, and coordination of
movements.
6. Social and Emotional Challenges: Individuals with Down syndrome may experience challenges in social
interaction and emotional regulation. They may have difficulty understanding social cues, interpreting facial
expressions, and navigating social relationships.
7. Behavioral Rigidity: Some individuals with Down syndrome may exhibit rigid or repetitive behaviors and
routines. They may resist changes to their environment or daily schedule and prefer predictability and consistency.
8. Sensory Sensitivities: Individuals with Down syndrome may have sensory sensitivities or sensory processing
difficulties. They may be hypersensitive or hyposensitive to sensory stimuli, such as light, sound, touch, taste, and
smell.
9. Positive and Affectionate Personality: Despite the challenges associated with Down syndrome, many
individuals with the condition are known for their positive, affectionate, and sociable personalities. They often
exhibit warmth, empathy, and a genuine interest in connecting with others.

Intervention strategies for learners
with down syndrome
 There are various interventions strategies that are
tailored to address their unique needs and strengths
(Observable behavioral characteristics).
 For a learner who has speech related challenges, the
proper intervention should
 to introduce Speech and Language Therapy program.
 This can be employed to address communication
challenges and promote language development.
 Another intervention is the utilization of an
individualized Education Plans (IEPs).
 This can be done through a Collaborative approach with
other educators to develop individualized education plans
that address the specific learning needs of each student.
 This may involve modifications to the curriculum,
additional support in the classroom, and specialized
teaching techniques
 Differentiated Learning Activities For An Inclusive Class.

 Students with Down syndrome will need brain breaks throughout the day,
 Thus,ensure that you schedule these into your routine.
 Make it a whole-of-class activity, or at least use a buddy system so the student does not feel
singled out.
 Most, but not all, students with Down syndrome will have poor working memory. Their
ability to remember what’s been said beyond a few instructions is vastly reduced.
 To help students recall and retain key concepts and understand the lesson, accompany your
verbal instructions with visual cues.
 Using diagrams, images and other visual supports, such as written text, to explain the
lesson in a graphic manner will help a student commit new information to memory.
 Differentiated Learning Activities For An Inclusive Class
(continued)

 Most students with Down syndrome will have difficulty following long instructions or referencing a
textbook.
 Modify your instructions so you are introducing a few ideas at a time.
 Also use shorter sentences to explain your lesson, and build in plenty of repetition to give the student
ample opportunity for consolidation and practice.
 Importantly, before you move on to your next set of ideas and instructions, ensure you have given the
student enough processing time by checking for understanding.
 Around 80 per cent of students with Down syndrome will have conductive hearing loss, so it’s
important to make environmental adjustments.
 Do a scan of your classroom and identify aspects that are likely to create noise, such as tiles.
 Take steps to eliminate loud or echoey sounds using carpet, mats and other sound-absorbing
materials.
 Differentiated Learning Activities For An Inclusive Class
(Continued

 Consider where you position the student with Down syndrome in your
classroom.
 It’s advisable to seat students with Down syndrome away from the door, as
some students with Down syndrome can tend to run away if they find the
lesson challenging.
 You can use a buddy system or implement small group work so the student
continues to be engaged in their own work, alongside their peers.
 However, if the student requires a break on their own, ensure that you have a
space in the classroom like a beanbag that they can retreat to.
 Differentiated Assessment Strategies For The Learners

 Alternative assessment -Consider using alternative assessments, such as

portfolios, projects, or oral presentations that allow learners with Down
syndrome to demonstrate their understanding in ways that are more suited to
their abilities
 Regular progress assessment- Assess learners' progress regularly to identify
any areas where they may be struggling and provide additional support as
needed .This can help prevent learners from falling behind and give them the
opportunity to succeed.
 Multisensory approach- Provide assessments that engage multiple senses,
such as visual, auditory, and tactile (Multisensory Approach). This can help
learners with Down syndrome understand and remember the material better.
For example, you could use pictures, diagrams, videos, and hands-on
activities.
 Allow extra time- Learners with Down syndrome may need extra time to
process information and complete assessments. Allow them extra time to read
and understand questions, organize their thoughts, and write their answers.
 References

• Carr, E. G., & O’Reilly, M. F. (2007). An analysis of preference matching in persons with
severe intellectual disability. Journal of Applied Behavior Analysis, 40(4), 665–684.
• Dr. Lakshmi Venkataraman. (2018, August 20). Dysgraphia | Disorder of Written
Expression | Writing Disorder - References. Medindia. Retrieved on Feb 12, 2024 from
https://www.medindia.net/health/conditions/dysgraphia-writing-disorder-references.htm
• Fidler, D. J., & Nadel, L. (2007). Education and children with Down syndrome:
Neuroscience, development, and intervention. Mental Retardation and Developmental
Disabilities Research Reviews, 13(3), 262–271.
• Roizen, N. J., & Patterson, D. (2003). Down’s syndrome. The Lancet, 361(9365), 1281–
1289.
THANK YOU