Response to Intervention is an approach that addresses each individual student’s learning needs and adjusts education to meet the needs of the student.Ĭhildren can first be identified as potential candidates to participate in a keyboarding program. Response to Intervention (RtI) and Keyboarding SkillsĪs with other educational and functional skills performed in the classroom, Occupational Therapist practitioners may approach treatment with a Response to Intervention (RtI) approach. Using computer work as an alternative to handwriting may be a necessary intervention in the classroom. Using a keyboarding program can be a helpful alternative to written work, allowing for efficient communication, legibility, and composition of thoughts. A keyboarding club can be the intervention needed to allow kids to learn the skills needed as an accommodation to handwriting as well as learning keyboarding skills needed for classroom tasks. With after school activities, graded homework, and other factors limiting time, participating in activities like a keyboarding program fall in priority. While there are many free keyboarding instruction programs available, it can be difficult for parents and teachers to find time within schedules to try and maintain participation in a keyboarding program. Keyboarding is an effective accommodation for struggles with the fine motor, visual perceptual, or sensory needs of handwriting that can be used in the classroom. When required to compose thoughts onto paper, underlying handwriting issues may prevent creativity, construction, and fluency of written composition as well as legibility when performing these types of tasks.Ī keyboarding program can and should be an intervention to accommodate handwriting needs AND a strategy for development in typical and modern educational needs. Using keyboarding instruction curriculum can be a viable option for kids who struggle with handwriting. Developmentally, this is an effective time for using finger dexterity skills, visual motor integration abilities, attention and focus, and visual perception needed to shift the vision from multiple planes. It is suggested by researchers that keyboarding instruction with correct finger placement begin in the third grade. One strategy that can help with improving speed and accuracy as a handwriting modification is the use of a Keyboarding Club or group. With modern technologies, keyboarding is as common place as handwriting in the development and growth of a child. So, when the accommodation of using keyboard skills over handwriting is approached, it can be an easy flow into function. Children are using computers in the classroom and at home at a very young age. Read about carryover of functional tasks for a better understanding of this point.Ĭhildren begin computer use when they enter Kindergarten. Rather, typing practice needs to occur daily at home and in functional tasks like assignments. Working on typing in therapy sessions won’t lead to functional use. The biggest point to recognize about typing and occupational therapy is that even when typing is used as an assistive technology tool, the OT practitioner is not the typing teacher. With the use of keyboards and screens available in classrooms, homes, work places, and communities, there is more of a need for independence with keyboarding skills than perhaps in our past generations. There can be a point when kids would be better off just typing as an accommodation in school work. What happens when no matter what interventions are attempted, the child simply can not function with the details and cohesiveness of completing all of the “parts” of written work? Handwriting can be a difficult and stressful action for many children.
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