February 7, 2009By Susan Skees Hermes MS, OTR/L
Objectives
1. Participants will review foundation principles of Handwriting Without Tears handwriting readiness program and handwriting curriculum.
2. Participants will compare and contrast 2008 revisions in teacher’s guide and student manuals for handwriting curriculum
3. Participants will identify advocacy strategies and resources for inclusionary use of handwriting without tears curriculum in Florida public school systems.
4. Participants will identify core elements analyzed
with the Print Tool Evaluation and review current EBP projects.
Agenda
8:30 – 9:30Introduction, Review of Foundations in School- based OT, handwriting, & Timelines 9:30 – 11:45 Readiness components, HWT supportive
materials, Kindergarten-5th overview, & transitioning 11:45 – 12:00 Morning summary & question garage12:05 – 1:00 Lunch1:00 – 3:15 Print Tool, HWT 2008 edition changes, &
research3:15 - 3:45 Advocacy & inclusion (Small group activity) (advocacy & inclusion)3:45 – 4:00 Questions/Answers and Course Evaluation
& Certificates
Timeline1935 – Crippled Children’s Services under Maternal and Child Health
Programs of Social Security Act1965 – Elementary and Secondary Education Act (ESEA)1968 – D’Nealian introduced & Jean Ayers had begun SI work1973 – Jean Ayers’ Sensory Integration and Learning Disabilities1975 – Public Law 94-142 (Education of the Handicapped Act) &
Jan Olsen designs handwriting program to help her son1983 – Howard Gardner’s Frames of Mind. The theory of multiple
intelligences published1986 – EHA amended to add early childhood component1990 – EHA changed to IDEA & HWT publishes first books1991 – IDEA amended to add AT & requirements for DOE for transition
from Part C to Part B1994 – ESEA reauthorized aimed at disadvantaged students (Improving
America’s School Act)1997 – IDEA amended to add related services, IEP invitations, inclusion
into general education focus & accountability 2001 – NCLB law passed2004 – IDEA 2004 reauthorization & HWT Readiness materials
launched2005 – the Print Tool published2008 – NCLB being reviewed & HWT revisions to support state
adoption & improve inclusion
OT issues
• Service Delivery Models– Direct pull out vs. group collaboration– Client specific vs. program consultation– Educational vs. medical
• Clinical Approach– Top down vs. bottom up– Readiness vs. handwriting training
• Marr, Cermack, Cohn, Henderson (2003)
OT issues
• Evidence Based Practice– Review & evaluate current literature– Consider client centered approach– Assess therapist skill mix
• Frame of Reference– Sensory motor vs. guided therapeutic practice
• Denton, Cope, Moser (2006)• Rosenblum, Goldstand & Parush (2006)
Informal vs. Formal– Time of day flexible– Begins in PreK & carries
over to Kindergarten– Crayons used– Develops underlying skills– Limited visual memory of
letters/numbers– Hands-on manipulatives
used as instruction– No lines– Focus on preparation
rather than production
– Usually scheduled– Begins in Kindergarten,
may be intro to few PreK– Pencil used– Uses underlying skills to
complete printing– Visual memory begins to emerge & practiced
daily– Hands on manipulatives
used prior to writing task– Lines Used– Use preparation
activities in a functional manner to write
Readiness Components
• “The Pre-K program introduces school readiness activities for children of all ability levels.
Body awareness, good habits, grip, coloring, drawing, and beginning handwriting skills are all taught using music, movement, and multi-sensory manipulative.”- HWT
Pre-K program materials
Mat Man
•Teaches body awareness
•Develops counting skills
•Develops drawing skills
•Promotes social skills
Mat Man’s Series
• Mat Man Shapes
• Mat Man Hats
Handwriting Readiness
• Level 1
• Level 2
• Level 3
PreK Developmental Teaching Order
1. Aim & Scribble2. Pre-strokes
– Vertical– Horizontal– Curves
– Diagonals
PreK Developmental Teaching Order
3. Shapes
4. Letters
5. Numbers
There’s A Dog in the School
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Teaching with the Sing Along CD
•Alphabet-Writing skills– Where do you start your letters
Teaching with the Sing Along CD
•Body Awareness & Numbers
– Hello song– Five finger play– Toe song
Teaching with the Sing Along CD
•Listen, Move & Imitate– Tap, tap, tap– Golden slippers– Skip to my Lou
Quick Break
Return in 15 minutes
HWT Supportive Materials
– Kindergarten overview handout & printing basics
– Kindergarten Teachers Guide highlights activity
– Rock, Rap, Tap & Learn CD
HWT Order of Instruction
– Pre-Strokes
– PRINTING (CAPITALS)
– PRINTING (lowercase)
– Cursive (lowercase)
– Cursive (Uppercase)
HWT Printing Materials
– Kindergarten to 3rd Grade Overview
– Capital letters– Lower case partners– Majic C– Check yourself
Rock, Rap,Tap,& Learn
– Alphabet Boogie– Where Do You Start
Your Letters– Big Line MarchMagic C
Rap– Sliding Down the
Alphabet
HWT Cursive Materials
– Kindergarten to Cursive Overview
– Double lines– Transitioning to
cursive– Tow Truck letters
Lunch
HWT Can-Do Materials
– Can-do-set
The Print Tool
• Curriculum Analysis
• Student work samples
• Evaluate• Remediate
Remediation Activities
• Memory
• Orientation
• Placement
• Size
• Start
• Sequence
• Control
• Spacing
Quick Break
Return in 15 minutes
Research Projects
• The Print Tool normative sampling• Huntsville School District 2006• The Print Tool Research 2008• University of Colorado Preschool
2008• University of St. Augustine
– (2006-ongoing)
HWT 2008 Editions*
– Corresponding Teachers Guide to grade level– Matching color per grade
(student workbook still non-descript for grade)– New tips on transitioning to other styles of lines
& integration with reading/ language arts– Check box on work-pages & Quick Review pages– Bound, not stapled
SUSIE’s Q’s
– Purple collection– Guide markers– HWT stack station– Consulting projects
• RLE• UPreK• Lake ELC• Local Parenting Magazines
HWT Web Resources
– Webinars– Frog Jump Gazette
http://www.hwtears.com/newsletter/january2009
– Capital start e-newsletters http://www.hwtears.com/capitalstart/vol1?confirm
– How to videos/ U tube videos http://www.hwtears.com/videos
– A Click Away http://www.hwtears.com/click/resources
Advocacy & Inclusion
– Current inclusionary strategies– What is needed to help with
advocacy?• National Resources
» www.idea.ed.gov » www.inclusiveschools.org » www.naeyc.org
• State Resources (www.flota.org ) • Corporate (www.hwtears.com )
Resources
• Supporting Performance Skills in School• http://occupational-therapy.advanceweb.com/
Editorial/Search/AViewer.aspx?AN=OT_08mar17_otp16.html&AD=03-17-2008
• Motor Development Courses for Parent and Child• http://occupational-therapy.advanceweb.com/
Editorial/Search/AViewer.aspx?AN=OT_05oct17_otp18.html&AD=10-17-2005
• Handwriting Consultation in Elementary Schools• http://www.aota.org/Pubs/OTP/1997-2007/Features/
2007/f081307.aspx
Denton, P. L., Cope, S., & Moser, C. (2006). The effects of sensorimotor-based intervention versus therapeutic practice on improving handwriting performance in 6 to 11 year old children. American Journal of Occupational Therapy, 60, 16-27.
Marr, D., Cermak, A., Cohn, E.S., & Henderson, A. (2003). Fine motor activities in head start and kindergarten classrooms. American Journal of Occupational Therapy, 57, 550-557.
Olsen, J. Z. (2003). Pre-K Teacher’s Guide. Handwriting Without Tears: Cabin John, MD.
Pape, L., & Ryba, K. (2004). Practical considerations for School-Based Occupational Therapist. AOTA Press: Bethesda, MD.
Romano, B. (2006). Handwriting: Sensory motor vs. motor learning intervention strategies. Boston University Occupational Therapy Lead the Way Symposium, May 15, 2006: Boston, MA.
Rosenblum, S., Goldstand, S., & Parush, S. (2006). Relationships among biomechanical ergonomic factors, handwriting product quality, handwriting efficiency, and computerized handwriting process measures in children with and without handwriting difficulties. American Journal of Occupational Therapy, 60, 28-38.
References
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