Supporting Writing Difficulties

2. Identifying problems with physical writing using a pencil/pen

• The pupil's writing takes excessive time and effort?
• The quality of writing output is poor; legibility, spelling, letter, shape, length of writing etc?
• Is there a difference in quality between what the pupil can write and what they can verbalise, i.e. dictating to a scribe?
• The pupil appears reluctant to write?

Poor writing is not because a pupil is lazy or stupid.

4. Have you tried a computer, tablet or keyboard adaptation?

• Will a classroom computer suffice, or might the pupil need a personal, portable device?
• There are many different types of keyboards
  • e.g. bigger, smaller, high contrast, upper, lower case keyboard stickers.
  • Touch screen keyboards; on-screen keyboards controlled by a mouse pointer or external joystick.
• If the pupil can't use a keyboard, why not?
  • Is the keyboard too big, too small, too high and / or wrong size wrongly positioned?
  • Is the pupil unfamiliar with the keyboard, e .. layout, upper case letters?
  • Do the computer settings need to be personalised?
  • Does the pupil require additional software to improve typing speed and accuracy?
  • Does the pupil require an alternative method to input text?
• There are many accessories for keyboards
  • Keyguards which fit over the keyboard to prevent errors.
  • Keyboard mounts / risers to aid hand / arm / head positioning.
  • Dycem mats to prevent keyboard slipping / movement.

Is the pupil doing appropriate keyboarding tasks? Is copying or typing notes into a word processor really worthwhile? Touch typing is NOT feasible for some pupils so ‘keyboard familiarity' practice might be more useful.

6. Have you tried supportive software?

Supportive software can include:

• Picture or symbol support.
• Text-to-speech – speech feedback, text is read aloud.
• Word prediction - words are predicted in context after the first or second keypress - sometimes supported with pictures and text-to-speech.
• Spell checking - phonetic, audio or symbol supported options are available. Support also available with homophones. Remember hand-held talking spell checkers, digital scanning pens etc.
• Check what is available in school, contact local specialist for further advice.
• Word banks - topic dictionaries, sometimes support with pictures and / or text-to-speech.
• Mind mapping to visually help plan and organise thoughts and ideas.
• Audio: voice recording, often directly into the application (which can be saved for evidence)
• Speech recognition - talking to a computer, speech is converted to text.
• One of more of the above used in combination with each other, e.g. Clicker, Co:Writer, Texthelp Read@Write, Penfriend, Textease, WriteOnline etc.

If staff are not familiar with such software, training should be requested. Check local CLPL calendar: Contact CALL Scotland.

8. Working in partnership with parents and professionals.

• Formulate an action plan for Next Steps, including list of possible technology(ies).
• Clarify / launch procedures for obtaining technology needed.
• Ensure child's views are taken into account
• Share with parents.
• Take account of training and support implications.

Establish or expand the Child's Plan as per LA procedures.