|Physical||Communication||Cognitive||Behavioural / Emotional|
Dysgraphia affects written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Many people have poor handwriting, but dysgraphia is more serious.
Writing requires a complex set of motor and information processing skills. Not only does it require the ability to organize and express ideas in the mind. It also requires the ability to get the muscles in the hands and fingers to form those ideas, letter by letter, on paper.
Signs of Dysgraphia:
Educational psychologists use a series of tests to determine if a person has language based dysgraphia. Occupational Therapists can identify problems with mechanical based dysgraphia or apraxia. There are many ways to help a person with dysgraphia achieve success. A person with dysgraphia will benefit from help from both specialists and those who are closest to the person.
"Different 'experts' involved in pediatric neuro-rehabilitation come from different organisational cultures which causes conflict and has a negative effect on the outcomes for the child."
"Thousands of children and young people living in the UK today without the help and support that can make a huge difference to their lives"
"Families and professionals spend time focusing on the negative aspects of ABI. Families need to be properly supported as 'resilience' is key to delivering successful outcomes for children and young people."
"Participation in teen sports and normal activities leads to improved quality of life for children and young people post brain injury and helps to maximise outcomes"
"Case management for children and young people post acquired brain injury is 'pivotal' to successful outcomes and must be local"
"There are problems with getting people into neuro-rehab centres. Those most in need are often those most excluded due to a lack of socio-economic resources."
"Our 10 year study proves that family-led home-based neuro-rehab interventions deliver the best outcomes for children and young people"
"Pediatric neuro-rehabilitation cannot be delivered in isolation. The needs of the child have to be looked at both holistically and within the context of the family unit. Parents need to be empowered to be parents in post-acute pediatric neuro-rehabilitation following brain injury"
"Strength-based family intervention after pediatric ABI is essential. Parents need to be equipped with the skills to cope and advocate for the child."
"Restoration of anatomical functions and relationships must be done within 2 months of brain injury"