Second in a three part series on dysgraphia
This is part two in a series which will be addressing handwriting and expressive writing difficulties – more commonly known as dysgraphia. In 2016, I saw a significant increase in the number of children seeking help for writing difficulties. Thankfully, there are proven approaches to correct dysgraphia. I am grateful to Dianne Craft who has shared her methodology for correcting dysgraphia: Brain Integration Therapy (BIT). It works!
Twentieth-century Canadian writer Stephen Leacock opines, “Writing is no trouble; you just jot down ideas as they occur to you. The jotting down is simplicity itself – it is the occurring which is difficult.” Obviously, Mr. Leacock was not personally acquainted with dysgraphia. For individuals suffering with dysgraphia, the jotting down is anything but simple! Ironically, individuals with dysgraphia are often exceptionally bright people who have an abundance of complex, creative thoughts.
Why is the act of writing so difficult for individuals with dysgraphia? Why is it virtually impossible for them to write their wonderful ideas on paper? Answer: a brain glitch.
Our amazing brains have two important hemispheres – left and right – which are responsible for unique functions. For instance, the left hemisphere is in charge of short-term memory; whereas, the right hemisphere is in charge of long-term memory. Information must be shared between the two hemispheres to ensure normal brain function. This information is passed from the left hemisphere to the right hemisphere via a bundle of nerves known as the corpus callosum. A normal corpus callosum functions as a gate for information. If the gate is blocked, a brain glitch occurs - thus dysgraphia.
When a young child is learning letter and number formations, the child, initially, uses his left hemisphere. After a period of time, this information passes through the corpus callosum into the right hemisphere. At this point, writing becomes automatic. Writing automaticity never develops in those who have dysgraphia. For the child with dysgraphia, every act of letter formation is a “new” experience. The child struggles to remember if the letter is formed top-to-bottom, left-to-right, etc. With so much thought and effort being given to the remembering of letter formations, it is no wonder that creative writing is virtually impossible. Who can generate creative, orderly thoughts when the brain is toiling to recall forms? Simply put, children with dysgraphia cannot think creatively and write at the same time!
Thankfully, this brain glitch is very responsive to brain integration therapy, which will be explained in the last part of this series on dysgraphia.
The images below demonstrate the power of brain integration therapy.