|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.
"Positive and coordinated neuro-rehab interventions for children and young people is proven to bring health improvements; improve independence; reduces the need for sheltered living; decreases vulnerability; decreases drop-out rates in schools; decreases youth offending"
"Parent-supported interventions after paediatric ABI bring reductions to the cost to society"
"Case management for children and young people post acquired brain injury is 'pivotal' to successful outcomes and must be local"
"Brain development is complex and prolonged. Brain plasticity is influenced by a range of factors. Plasticity provides a base for neuro-rehab therapies and treatment"
"With support parents cope better so the child has a better recovery"
"Strength-based family intervention after pediatric ABI is essential. Parents need to be equipped with the skills to cope and advocate for the child."
"Often families don't have the financial capability to access services. We need to rethink how we deliver neuro-rehab services to children and young people"
"Different 'experts' involved in paediatric neuro-rehabilitation come from different organisational cultures which causes conflict and has a negative effect on the outcomes for the child."
"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"
"We would like to see earlier identification and support for children with brain injuries to help them succeed in school."