assistive technology for dysgraphia

While researching information for class, I decided to see what the www and databases had to offer on the topic of assistive technology for dysgraphia. To say this was overwhelming, would be an understatement. I narrowed my search, used all of my newly acquired skills and came up with some concrete articles and information that matched my expectations. Before assuming that you know what dysgraphia is and what assistive technology refers to, let me back up a bit and give an overview.
Dysgraphia is a type of learning disability that affects written output, or written language expression. This term applies only to children/adolescents and not adults. Writing is the last, most complex skill to develop and therefore is considered to be the most vulnerable to insult, inury, adverse genetic influences (Deuel, 1994).
Assistive technology(AT) is a generic term that includes assistive, adaptive, and rehabilitative devices for people with disabilities and includes the process used in selecting, locating, and using them. There are several types of technology available, but for the purpose of this blog, I will refer to technology aides, devices, and programs that can help the student with dysgraphia.
Imagine being in a class and by the time you have correctly aligned the pencil to the paper and have struggled to coordinate your hand with the information being inputted, you look up to see that the notes have been erased and the class has moved on to a new topic. How much could one possibly learn or want to learn if this is their reality?
My son, who is 9, has dysgraphia and explains it this way; "By the time my hand listens, my head has forgotten what it wants to say." He does not like school because he knows each day will require writing and he states, "I just want people to know that my life is difficult." This topic is one that hits close to home for obvious reasons. I have tried programs, therapies, creativity, and regardless of the time and effort put into his handwriting, it does not get better and does not get easier. This past February, we finally found a neuropsychologist who wanted to know more about my son's "lazy" behaviors when it came to occupational therapy and writing during his speech therapy sessions.
After all of the testing was done, I was relieved to have a name for my son's struggles. I knew he was smart and certainly not lazy, so I filled with joy when I returned to the school to let them know my assumptions were correct and they were the one's being lazy and not so smart, if you ask me. I will remain mature (fight the urge) and stick to the point of the blog.
For class we had to choose topics to compare a variety of search engines and related sites and databases. This topic quickly came to mind and that is what brings me to this point. I am very new to blogs (this is my first), but feel a sense of peace as I can tell my story and let others know of the information that I have found useful and beneficial to me and my son. The first point that comes to mind, is trust yourself, regardless of the opposing source/opinion/authority. It is wise to take others accounts and opinions into the equation, but not necessary to disregard your own.
I was not familiar with dysgraphia prior to this year and know that the staff working with my son, although they love him, were equally as unfamiliar on what it was and how they could step out of the comfortable zone and create a plan that would benefit my son. I found http://www.ldonline.org/ to be informative and accurate with the material presented. Some of the items found on http://www.hwtears.com/ helped my son to understand the 'why' of writing, as well as the 'how'. Some other techniques that he will begin using this school year include a scribe, introduction to key boarding, software specifically to help his brain better connect with his motor planning, less written work required, multiple choice, and a hand held recorder to get his ideas down before they get lost in the process of writing. I understand the need to continue to work on hand writing, muscle strength, hand coordination, and motor planning, but am glad that he will also be allowed to get his ideas out in the most efficient manner, so he can share all that he knows.