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I have a 10 year old with dysgraphia, so I can totally relate to your quandary.

Can you get accommodations for the dysgraphia if he is put into a higher class - i.e. typing his papers or dictating them vs. writing? Will there be a lot of in-class composition or will most of the assignments be take-home where he can work at his own pace?

For my own son - and for his two older siblings who didn't have disabilities - our choice has always been the harder classes that challenged them to their limits. I'd rather my child get a C in an AP or advanced class than breeze by with an A in one that doesn't really force growth. That being said, you know your kid and know whether the additional challenge of the higher placement will be more destructive to his confidence than the trade-off of more challenging content.

I know Microsoft Word can analyze your writing and tell you the grade level of your writing (as a former reporter, I used to check that mine was at about a 6th grade level to meet the needs of the publications I wrote for), but it's not good at telling you if you were revisiting a topic too often or using a phrase repeatedly. I found with my kids that showing works here much better than anything I could find online - I would take a paragraph they'd written and rewrite it for them and then ask them to follow suit with the rest of their paper. Being able to mimic a cleaner, more direct style was beneficial.

Hope this helps.

Master of None - I don't know of a computer program that can analyze writing for the issues you described, but there are diagnostic tests that can give you some of that data. Test of written language (TOWL) is used widely by neuropsychologists and learning specialists. There is as subtest within the WIAT that includes a writing prompt. Some schools use the Woodcock Johnson - but these subtests are usually much too brief to pick up problems - especially at the older grades.

Here are two links to help with your research:

Testing Written Expression http://www.wrightslaw.com/info/test.written.lang.htm
Writing tests: http://concordspedpac.org/TypesTests.html#Writing


You ask if advanced language arts classes would be appropriate for him. It depends - how far off is his writing? Would he be allowed accommodations such as a laptop and more time? Do accommodations make a difference and help to level the playing field? Could he do it with the help of a tutor (this is what I've done for my HS daughter). What is his frustration tolerance? Confidence level, energy level? Are there other issues that would also get in the way such as attention and organization, spelling troubles, expressive language issues?

Finally - my experience was that honors level courses assume HS level writing skills. There is little or no instruction on writing skills, beyond basic peer editing. In our school system the honors courses concentrated more on the reading and analysis of literature and assumed that the student could respond fluently and eloquently in writing. My daughter's writing skills actually slid as a result of 2 years in Middle School Honors English. We finally got her a tutor that reviewed the basics and taught her higher level writing skills.

We were able to hire a special ed teacher from the High School that had formally worked for a well known private High School for students with language disabilities. She was able to analyze my dd's writing, determine what skills were solid, which needed more work and then use a systematic and explicit teaching method to get her where she needed to be. This teacher also was able to help her with study strategies and organizational skills. DD went from a B-C student in an honors program at a competitive HS to a Solid A student this year - and we only use the tutor on an as needed basis. Of course, this is not my gifted, yet learning disabled child.

My youngest has severe dysgraphia and dyslexia and at the same time has a much higher IQ. Even with daily help and accommodations, he would never survive an honors level language course. Too much of the other issues would get in the way.

In general, I'd stay away from the big chains. They often do not have the special ed expertise to make the instruction explicit, systematic and multisensory. For kids with LD, you really need such a approach. Are there any LD schools in your area? How about Masters level teaching programs that might have experienced teachers that are seeking training in special ed?

I used to tutor a special needs high school student when I was in college (double major in elem. ed / special ed), and the parents found me through the college. They asked the professors if there was a student they would recommend and then approached me. I concur with Mich - the special ed background is a must.

We have a similar issue. DS has dyslexia, but still reads 2 grades ahead. However; he also has dysgraphia, which puts his writing at about average for 5th grade. His sped teacher is working to get that level up before 6th. After much consideration, he is going to take Honor's English. He can always drop back to regular English or even Inclusion English if necessary. It would be much harder to move him up to Honors after the year begins (or even for 7th grade) than to move him back. In our sd, he can also drop his elective and get sped help in writing if we have to. He has been very resistant to get extra help (although that has improved lately since we've begun to -I can't beleive we're doing this - pay him for good behavior, which includes cooperating with teachers, in school). We may have to get a tutor also.