1

TASK 1

Education

Student Full Name

Institutional Affiliation

Course Full Title

Instructor Full Name

Due date
 2

Introduction

The educational climate in Student 1's school district, which is situated in a significant

urban area, is influenced by several factors. Diversity in terms of race, social background,

economic level, culture, and geography defines the district. African Americans and Hispanic

Americans make up the majority of the population, along with a sizeable immigrant community

from various nations. The district also has a greater poverty rate and a noticeable number of low-

income households.

Student 1 studies at a school renowned for its rigorous academic program and multiracial

student body. Asian American and White students make up the majority of the student body,

while African American and Hispanic students are underrepresented. As a result of this diversity,

the school community is enriched by a variety of linguistic and cultural backgrounds. The fact

that the school is situated in a diverse and highly populated urban location makes it simple for

students to access resources and opportunities outside of the school's walls, which has a good

effect on the learning environment.

Student 1 studies at a school renowned for its rigorous academic program and multiracial

student body. Asian American and White students make up the majority of the student body,

while African American and Hispanic students are underrepresented. As a result of this diversity,

the school community is enriched by a variety of linguistic and cultural backgrounds. The fact

that the school is situated in a diverse and highly populated urban location makes it simple for

students to access resources and opportunities outside of the school's walls, which has a good

effect on the learning environment.

 3

Identifying a Problem/Challenge

Significant Problem/Challenge:

With the help of my supervising building administrator, I have determined the main issue

or difficulty to be the lack of support and accommodations for dysgraphia pupils in our school

community.

Impact on Instructional Practice and Student Learning:

Learning outcomes for students and instructional practice are both significantly impacted

by the issue of inadequate support and accommodations for students with dysgraphia. A learning

disability called dysgraphia hinders a student's capacity to write and arrange ideas on paper.

Without the right assistance, these students might find it difficult to properly exhibit their

knowledge and abilities, which would impede their academic advancement (Buday & Sar, 2022).

Examples:

Teachers may find it difficult to offer the right interventions and modifications for pupils

with dysgraphia in their teaching practices. For these kids, writing assignments can be especially

challenging, which can cause dissatisfaction, diminished motivation, and possibly a fall in their

general involvement in learning activities. These students may lose out on opportunities to

develop and effectively communicate their ideas through writing due to a lack of understanding

and support (Chung et al., 2020).

Data Appropriateness and Support:

 4

The longitudinal data that was gathered is acceptable since it offers a thorough picture of

the ongoing problem of inadequate support for dysgraphia students in our school community.

The data, which charts their development through time, reveals the ongoing difficulties

individuals encounter and the requirement for specific interventions and accommodations

(Buday & Sar, 2022).

The information supports the decision to treat the issue of inadequate support for students

with dysgraphia as a major challenge. It exemplifies the ongoing difficulties these kids face and

how they could affect their academic performance and overall learning process.

Longitudinal Data:

The three years of evaluations, observations, and progress reports of kids with dysgraphia

make up the longitudinal data I have gathered. This information keeps tabs on their writing

abilities, academic performance, and the amount of support given to meet their needs.
 5

In this table, each row represents a student's assessment data at different time points.

The columns include the student's identifier, the date of assessment, the writing test score, and

any accommodations or interventions provided.

 6

Anticipated Result:

We anticipate a significant increase in instructional practice and student learning if the issue of

restricted support for students with dysgraphia is addressed. Students with dysgraphia will have

the required tools and methods to overcome their writing issues with more help and

accommodations.

Addressing this issue would lead to enhanced educational strategies that are suited to the needs

of dysgraphia kids. To apply efficient interventions and accommodations, teachers would obtain

professional development and resources. As they would have the chance to display their

knowledge and skills via different ways of expression, students with dysgraphia would feel more

confident, engaged, and successful in school (Dunn & Zajic, 2020).

In conclusion, resolving the issue of inadequate support for dysgraphia pupils would result in a

more inclusive learning environment that values and supports the variety of needs of all students.

Creating an atmosphere where students with dysgraphia may thrive and realize their full

potential, it would improve instructional practices and student learning outcomes (Rahim &

Jamaludin, 2019).

Researching and Developing a Plan

Developing the Plan

 7

In conclusion, resolving the issue of inadequate support for dysgraphia pupils would result in a

more inclusive learning environment that values and supports the variety of needs of all students.

By creating an atmosphere where students with dysgraphia may thrive and realize their full

potential, it would improve instructional practices and student learning outcomes (Rahim &

Jamaludin, 2019).

Research:

I read a lot of scholarly papers, studies, and articles about dysgraphia while building the plan. I

cited materials like Dunn and Zajic's (2020) study on the benefits of multimodal training for

teaching language-based abilities. I also sought advice from occupational therapists and

educational psychologists to better understand the special requirements of dysgraphia students

and choose the most effective solutions.

School and District Resources:

I drew on a variety of district and school resources to aid in the plan's creation. I was able to

customise interventions to each dysgraphia student in my class thanks to the special education

department's useful information on them. For kids with dysgraphia, the technology department

supplied assistive devices including word prediction and dictation software. Access to books,

articles, and journals in the school library helped me better grasp dysgraphia and teaching

approaches.

School/Community/Cultural Influences:
 8

The plan's creation was influenced by local and cultural considerations. I spoke with the parents,

guardians, and neighbours of students who have dysgraphia to better understand their viewpoints

and acquire understanding of the difficulties these students encounter in their social and cultural

situations. I received helpful advice from regional organisations that help dysgraphia students,

which enabled me to match the plan with regional requirements and resources.

Plan Description and Goals:

The plan focuses on applying evidence-based tactics to assist dysgraphic students in developing

their writing abilities. The improvement of multisensory instruction, the provision of assistive

technological tools, and the explicit teaching of writing, vocabulary, and punctuation skills are

only a few of the specific objectives. By the end of the school year, dysgraphia children should

be able to compose five to six whole sentences with proper grammar.

Timeline and Steps:

The programme includes a ten-day schedule for enhancing language proficiency. Punctuation

marks will be covered over the course of two days, with each class lasting 30 minutes. Paragraph

writing abilities will be developed over the course of four days, with each instruction lasting at

least 30 minutes.

Key Colleagues Involved:

I worked with coworkers from the special education department, the technology department, and

the library to create the strategy. In order to customise programmes, provide assistive

technological tools, and gain access to pertinent research resources, their knowledge and
 9

assistance were essential. They contributed to the plan's creation by providing guidance and

ensuring that it was in line with the resources that were available.

Communication Strategies:

I used a variety of techniques to explain the idea. In order to explain the proposal and solicit

feedback from my other teachers, I scheduled staff meetings. I set up a special area on the school

website with resources and information for dysgraphia help. In order to clarify the plan's

specifics, respond to questions, and promote communication between the home and school, I also

arranged parent-teacher conferences.

Assessment of Results and Impact:

The effectiveness of the strategy and its effects on teaching techniques and student learning will

be evaluated using a variety of techniques. I'll examine student writing examples and compare

how they wrote before and after the strategy was put into place. To gauge advances in writing

abilities, I will also provide tests before and after the intervention. The usage of genuine student

work examples, such as essays and other types of writing tasks, will give concrete proof of the

plan's influence on students' learning.

In conclusion, the established strategy intends to address the difficulties that kids with

dysgraphia have by putting into practice research-based techniques and utilizing the resources

offered by the school and district. The strategy aims to enhance students' writing abilities and
 10

foster a friendly learning atmosphere. The strategy attempts to make sure it is effective and

quantify its influence on instructional practice and student learning by incorporating important

colleagues, using effective communication tactics, and carrying out continuing evaluations. The

schedule and procedures are made to provide pupils enough time to improve their language

proficiency and advance in writing. Colleagues from the special education, technology, and

library departments were chosen based on their qualifications and potential to help carry out the

plan successfully. To reach different audiences and promote teamwork, communication options

including staff meetings, the school website, and parent-teacher conferences were adopted.

Analysing student work samples and giving pre- and post-intervention tests will be part of the

outcomes evaluation process to show how the strategy affected students' learning. The strategy is

to help dysgraphia kids' academic progress and provide an inclusive learning environment by

addressing their particular needs and taking a comprehensive approach.

 11

A representative page of research materials and resources you used to inform the development of the plan

Representative page of timeline and steps

 12

Implementing the Plan

 13

I did a number of things to help the plan be carried out by addressing the difficulties dysgraphia

pupils encounter. I started by teaching punctuation and grammar in clear, systematic courses

using activities like sentence punctuation and a chart with punctuation rules. I also used practical

activities, like "air writing," to assist the pupils comprehend how to put together full paragraphs.

I also highlighted sentences with my fingertips and utilised word flashcards to provide them

visual cues. My coworkers, the special education department, the technology department, the

school library, neighbourhood dysgraphia support groups, and parents or guardians of dyslexic

children were among the different stakeholders I included in the implementation process. By

incorporating them, I hoped to learn more about efficient therapies, comprehend the disease

better, and guarantee all-encompassing care for pupils with dysgraphia.

I used written and spoken communication as my primary methods of communication. I met with

coworkers and other interested parties to outline the strategy and get their feedback.

Additionally, I kept in regular contact with parents and legal representatives, informing them of

their child's development and any changes made to the plan. Students were given the use of

visual tools to better understand topics and organise their thoughts, such as charts, graphs, and

mind maps. These communication techniques helped create a welcoming and inclusive learning

atmosphere that allowed dysgraphic kids to access the curriculum and advance academically.

Teachers were better positioned to recognise the requirements of kids who struggled with

dysgraphia and give them the resources and assistance they needed to succeed.

Analysis
 14

I employed a variety of criteria and techniques to keep an eye on the plan's execution. I gathered

information using a variety of techniques, including writing examples, test results, observations

in the classroom, and interviews with teachers, parents, and students. To measure pupils' growth

over time, I collected data at regular periods during the school year, such as the beginning,

middle, and end. Using these monitoring techniques, I was able to evaluate the plan's efficacy

and make any necessary revisions based on the available data.

During the execution of the strategy, I made a number of revisions based on the data gathered.

For instance, I could alter a particular educational strategy if it was failing to provide the desired

results in order to better meet the requirements of dysgraphia-affected children. Depending on

the requirements of each particular student, I also offered extra assistance and accommodations,

such extra time for writing assignments or the use of assistive technology tools. These changes

were made to guarantee that the strategy was adapted to deal with the particular difficulties faced

by pupils with dysgraphia.

The plan's execution succeeded in resolving the dysgraphia issue and enhancing teaching

methods and student learning. Writing samples from students showed development over time,

including better punctuation, grammar, and paragraph structure. Teachers reported having more

confidence in recognising and helping dysgraphia-affected kids in their classes as a result of

regular tests and feedback. A more inclusive learning environment where all kids may succeed

was created by the strategy, having an influence beyond just the individual pupils.
15
 16

Artifact: Representative Page of Communication with Stakeholders

 17

Handwriting belonging to a child with Dysgraphia (before the study)

Improved handwriting belonging to a student with Dysgraphia

 18

Reflecting on the plan.

There are a few adjustments I would make to the development and implementation process if I

were to do this again based on the resolution and the implementation process. First and foremost,

I would devote more time to teachers' professional development and training so that they have a

thorough grasp of dysgraphia and efficient teaching techniques. This would enable them to better

support and accommodate kids who struggle with writing.

Additionally, I would have dysgraphia students participate in the planning process. When

creating interventions and adjustments that actually fulfil their requirements, their opinions and

comments would be quite helpful. We can make sure the strategy is student-centered and

addresses their particular issues by actively incorporating them.

Regarding the takeaways from the entire process, I have come to understand the value of

constant evaluation and data gathering. The strategy may be adjusted and modified to meet

individual requirements when students' progress is regularly tracked and data is gathered.

Additionally, it offers verifiable proof of the plan's influence on students' learning, which is

important for proving the efficacy of interventions.

In addition, I've come to understand the value of teamwork and integrating diverse stakeholders

in the implementation process. We can draw on the knowledge and resources of our coworkers,

the special education and technology departments, the school library, neighborhood dysgraphia
 19

support groups, and parents or guardians to develop a more thorough and efficient strategy.

Collaboration promotes a sense of shared responsibility and group problem-solving, which

eventually helps dysgraphia pupils.

The improvement in students' writing samples and instructors' greater confidence in helping kids

with dysgraphia demonstrate how well the plan was resolved. Beyond affecting particular

children, the approach also improves the inclusiveness of the classroom. It has improved

teaching methods, promoted stakeholder cooperation, and produced chances for dysgraphia kids

to flourish and realize their full potential.

I'll utilize the knowledge I gained from this approach in other instances when I need to solve

problems. To guide decisions and adjust depending on each student's requirements, I will place a

high priority on continuing evaluation and data collecting. Collaboration will continue to be a

crucial component of my strategy, incorporating the appropriate parties to achieve a thorough

and successful plan.In order to develop student-centered interventions and adjustments, I will

also aggressively solicit student feedback and include their viewpoints in the planning process.

Overall, analysing the success of the strategy and solution has demonstrated the value of

continual evaluation, teamwork, and student engagement in problem-solving. These lessons will

have a significant impact on how I approach problem-solving activities in the future, allowing

me to develop interventions that are more efficient and provide inclusive learning environments

for all students.

 20

References

Buğday, M., & Sarı, H. (2022, August 5). Evaluation of the effect of the training program

developed for teachers working with students with Dysgraphia on the knowledge

competence of teachers. Journal of Research in Social Sciences and Language. Retrieved

January 23, 2023, from https://orcid.org/0000-0003-1877-7312

Changizi, T., Naderi, F., Homaei, R., & Bavi, S. (2022, October 1). Effectiveness of balance

enhancement exercises in improving dyscalculia and Dysgraphia among students with a

specific learning disorder. International Journal of School Health. Retrieved January 23,

2023, from https://doi.org/10.30476/intjsh.2022.97016.1264

Chung, P., Patel, D., & Nizami, I. (2020, February). Disorder of written expression and

Dysgraphia: Definition, diagnosis, and management. Translational pediatrics. Retrieved

January 23, 2023, from https://doi.org/10.21037%2Ftp.2019.11.01

Dunn, M. I., & Zajic, M. (2020, February 12). The self in self-regulated writing of fourth to ninth

graders with Dysgraphia. Taylor & Francis. Retrieved January 23, 2023, from

https://doi.org/10.1080/21683603.2020.1721384

Rahim, N., & Jamaludin, Z. (2019, July 6). Write-rite: Enhancing handwriting proficiency of

children with Dysgraphia. Journal of Information and Communication Technology.

Retrieved January 23, 2023, from

https://e-journal.uum.edu.my/index.php/jict/article/view/jict2019.18.3.8290