High ability children with problem solving capability but poor hand-eye co-ordination 1. There are frequently problems with the kind of child who is very quick at logical applications and problem solving techniques, but whose skill at handwriting is affected to the point where writing appears difficult.


2. The reasons for this kind of personality appear to be related to brain structure. Thus this kind of character is inborn in a child and not the result; of environmental influence.


3 Such children may be very quick to learn spatial awareness; they may have excellent memory for locations, shapes concepts, and technological explanations or principles. They are likely to show- all these characteristics at a pre-school age.

4. They may be quick to pick up oral vocabulary

5. BUT when they first go to school, they may disappoint teachers and themselves by being unable to write neatly. Their writing is frequently messy, uncoordinated, and sometimes shows signs of dyslexic reversal or omission.

Some such children show signs of ambidexterity or left-handedness.

6. IT IS IMPORTANT TO UNDERSTAND HOW THE CHILD FEELS WHEN TRYING TO WRITE

He or she has a clear concept of what neat and appropriate writing looks like but cannot physically control the biro, pencil or crayon so as to produce work of that standard.

At first, careful efforts will generally be made to overcome the child's deficiency. He or she will probably try hard to improve. Any comparison with a child nearby whose different brain structure allows easy and neat writing will be detrimental. Such children do not need to be criticised for their poor writing; they are usually very well aware of it.

The child feels very disappointed and ashamed of her/his writing but cannot find the way to solve the difficulty (his/her hands have not yet developed this skill)

7. It often follows that the child will refuse to write, or write very little. She/he will possibly begin to hate writing and try to avoid it.

8. IT IS NECESSARY TO FACE FACTS.

• The child is not being naughty, or awkward on purpose.
  
• S/he genuinely cannot write with ease and neatness.
  
• Time will help - Criticism will hinder.
  
• Parents and teachers need to be accepting and encouraging.
  

9. Are there any alternatives? for example, could a computer keyboard be of any value? Would the school allow this for some of the work?

10 “Fine motor skills” will develop in time, but it is important not to cause emotional distaste.
YOUR CHILD COULD ALSO HAVE SOME DEGREE OF DYSLEXIA OR CROSS-LATERALITY

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