My dd10 is having trouble with writing at school. She's always been an exceptionally bad speller and her writing is sloppy, but as she's gotten older, her writing quantity has declined too. She used to write several-page stories, but this year, she's not writing much.
In your dd's evaluation, were there any tests beyond IQ/achievement to help determine why she was experience difficulties with handwriting? Most typically there would be a test of visual-motor integration (Beery is a common one), and a test of fine motor coordination. There are different causes for dysgraphia, and it is helpful to understand what's driving it when you are planning accommodations.
In the past, she wrote mostly about experiences she'd had or about her life, but now she has to write non-fiction, persuasive letters, and responses to what she's read.
This makes me wonder if perhaps there's more of a challenge than dysgraphia/handwriting. It sounds very similar to my ds - he has a much easier time writing about factual information or life experiences he's had. Abstract, open-ended writing assignments are extremely tough for him - and that's not dysgraphia, it's related to an expressive language challenge. The thing that happened for our ds was that the expressive language challenge wasn't obvious until his dysgraphia was accommodated for, which happened when he was around 10 years old (his dysgraphia was diagnosed at 8). DS' expressive language disorder was diagnosed through an SLP eval, and he's been working with a speech therapist specifically on written expression for the past two years, and it's helped tremendously with his ability to put his thoughts into writing.
She's been using a keyboard in the classroom,
Just a quick question here - is it a laptop type keyboard that she can use at her desk or move around with her, or is it a computer that is stuck in one place? Does she have to share it? When is she allowed to use it (which types of assignments)? These are questions to work through when thinking about accommodations.
she can't spell well enough to use the spell checker effectively
Has she tried using a word prediction program (CoWriter is one example)? They are sometimes easier to use for kids who have challenges with spelling, and they also help speed up typing rates significantly for some kids (including my ds).
she doesn't type very fast.
This could be happening for several different reasons - one is lack of practice, which means you'll see it improve with time. Getting actual practice in is sometimes tough for children who don't have ideas to write about free-flowing out of their heads. Another reason could be trying to use a system such as touch-typing and not really having mastered it, but still trying. Sometimes it works just as well (if not better) to allow kids to come up with their own adaptive typing system - often kids will just use thumbs and first fingers to type and they can still type fast enough to be *fast* typing for schoolwork. My ds' class uses iPads (all students, not just ds), and quite a few of the kids like the split keyboard method for typing (similar to what folks do on their phones when texting).
Another reason typing isn't fast *could* be related to the cause of the dysgraphia, if it's fine-motor in origin. My ds' dysgraphia is caused by fine-motor challenges, and those same challenges impact his ability to type fast. My ds writes *much* faster when he uses voice dictation. His preferred method of voice dictation is Dragon on the iPad. I can go into more detail re why/etc if you're interested.
The school is willing to give her a 504 plan but I don't even know what accomodations to ask for. I know she needs a keyboard, but she needs more than just that. A spelling checker isn't enough. The school says she doesn't need an IEP because she's not failing. I may have to hire a lawyer and fight that opinion, but I need a better handle on what kind of help she needs.
Have you formally requested for your dd to go through an IEP eligibility process? If you have (in writing) and the team denied it, have you requested an Independent Evaluation? Even if you ultimately don't receive and IEP for your dd, from what you've written I feel you are justified in making the requests, and also feel that you'll get good information that can help with planning (instruction and accommodation) whether or not it's through an IEP. Basically, you'll get info that will help you and your dd, whether or not the school helps. Two things that I'd request as part of the process (if your dd hasn't already had them) are the TOWL (Test of Written Language - a *very* widely used test in schools for diagnosing writing challenges) and an SLP evaluation. I'd also ask for testing to determine the type of dysgraphic challenges your dd is experiencing (visual vs fine-motor), and executive functioning testing.
I'm sorry, I need to go (again lol)... but I will come back with input on accommodations.
Best wishes,
polarbear
