writing

[Rose-Roget]

Thought I'd start a new thread, since it's not really on-topic for my other issues. I know that lower el. incorporates more writing in their learning, and obviously, I think it's important for kids to learn to write well. Ds has some fine motor difficulties - he would hardly touch a crayon or pencil until he was 4 and 5.

Anyway, it seems (from an outside point of view) that some of his work completion could be related to the writing component - he's very slow, as well as not at all motivated. Like today, he did a work with the geometric solids and then had to write the names in his notebook. That's when he got off-task. Also, every activity he's required to do to study the spelling list are writing related. When he expends so much energy trying to write, he's not gaining anything in terms of motor-memory or spelling repetition to learn to spell the words. I asked the teacher today for some activities that are not writing related. I just worry that he's not going to be completing his works because he's so slowed (or sometimes unmotivated) by the writing involved afterward.

One of the beauties of Montessori, at least in Primary, is that he could progress in areas of strength without being hindered by his fine-motor (which could develop in complementary tasks or separately). I'm obviously not trying to imply that I don't want him to write at all - I'm just questioning how much is typical. If it's normal, it's normal and just something he needs to get stronger at, but if not, I don't want his learning (or recess!) to be impacted. So how much is writing a component of work completion and learning in lower el. Montessori?

[sapphire_chan]

First, if your ds were in a normal Montessori school:
Since Montessori teaches writing before reading, I'd expect kids to be fairly proficient with writing by the time they move on to elementary works. I would also expect a Montessori guide in the primary class to have observed that a child had difficulties with fine motor control and would have encouraged more time with the works (graduated cylinders, using tongs, metal inserts, etc) that develop hand muscles for writing. I would also expect them to discuss this with the parent and suggest fun activities for home (putting clothes pins on things, doing puzzles with small knobs, etc) to encourage progress.

Then if the child still got to elementary with difficulty writing, I'd expect accommodations for work requiring writing (e.g. do it orally with a guide). I'd also expect, unless there was some reason the fine motor skills could never develop, that the child would be sent to the primary class to demonstrate the fine motor building works from earlier. (Three fold, 1. more chance to work and build the muscles, 2. boost of confidence from being considered responsible enough to teach younger kids, 3. younger kids think learning from big kids is utterly awesome.)

Second, given your actual situation:
I think needing to complete work before getting recess is another absurd idea from the land of Fakessori.

I think that you should do work with your ds at home, puzzles with small knobs, making a porcupine costume by putting clothespins all over an outfit, using tongs to put ice into cups at dinner, tracing off a picture of a favorite character so he can color it in, etc. (sorry for the sparsity of ideas, it's a bit late and I haven't looked into this stuff much yet )

But, I'm really hoping the teacher comes through. And is sensible about the stuff that seems obvious to me.

[Rose-Roget]

In Primary, he was in a real Montessori. They did notice his difficulties and did work with him to help develop those skills. My unprofessional impression is that he has the strength but not the endurance. He can do the tweezers, small knobs, puzzles, etc, and his writing has come a long way, but it is still very weak and laborious. I am taking him for a fine motor and sensory evaluation with an OT next week, so I really believe it's to the level of an impairment rather than just an aversion. It's good to hear that this level of writing would be considered typical in a regular Montessori, too. The recess thing is another issue. I told her in my email last night that he needs recess regularly - because of his energy, to develop peer relationships, and well, because kids need recess (heck, I could use recess too!). Thanks, Sapphire!

[MattBronsil]

Have you had him screened for dysgraphia?

[Rose-Roget]

Originally Posted by MattBronsil

Have you had him screened for dysgraphia?

I'm hoping that the OT evaluation will give us information about that. OT services in the schools here are funny because they require a medical dx in order to receive OT-only. Since he's not language or learning disabled, he can't get OT services or accommodations without a medical dx. So if the outside OT evaluation reveals something, then I can ask the doctor to document it and get him accommodations/services in the school.

I have fine-motor difficulties - could never finish timed writing assignments/tests in time, even though I knew the information and had good ideas. My writing is functional and legible, but slow. I remember how frustrated I'd become - my teachers bugging me about how I held my pencil, my mom criticizing my handwriting, my inability to write quickly enough to finish what needed to be done, and the underestimation of some of my skills (although I was a little easier to read than ds) because of how slowly I wrote. I was so hoping ds would have dh's lovely, easy handwriting!

Furthermore, in the public schools, tests are just something I have to accept. They do timed math tests every week. If a kid is a slow writer, then they will not finish as many problems, of course. So it's not really a test of their ability to add, but how quickly they can writie their answers.

[sapphire_chan]

So many things wrong with your school district. I hope the doctors in your area are sensible about helping parents work around the school district's stubborn refusal to admit that kids might need accommodations even if they aren't actually medically disabled.

[Rose-Roget]

When his teacher wrote back yesterday, she said that she'd noticed ds's difficulties with writing. She is offering him some non-writing options for studying his spelling, and she said she is modifying some of his assignments to involve less writing, such as to show her some of the works he's completed rather than requiring him to write them all down afterward. I suppose that's a start.

I'd written her, and then I wrote the assistant principal to request a meeting. The teacher had already forwarded the email I wrote her to the assistant principal, and they'd already met to discuss strategies. We're all getting together in the next week or so to discuss my concerns in more detail.

[MattBronsil]

A reply to both your threads: glad things are beginning to show improvement. :-)

[sapphire_chan]

that the teacher seems to be starting to step up to the plate!