這門課是在 英語講授的。

The Student will  
- focus initially on learning the motor pattern of writing the (manuscript, pre-cursive, cursive) letter, rather than perfect legibility or size
- practicing the consistent formation of letters using a continuous stroke if possible.
- at the beginning stages of reading and spelling, integrate handwriting instruction with instruction from letter sounds.
- speed as well as legibility.
- t will use written arrow cues, curves, straight lines to help children remember how to form letters

 As a dedicated education teacher with over 30 plus years of experience in (online and public school) teaching children (birth-sixth grade) with special needs, regular education, students who are second language learners, preschoolers, and my children, I know that writing is an important skill.  I have an Ed.S from Walden University Online in December 2015, M.ed.  in Curriculum & Instruction University of Phoenix from June 2005, BA in Special Education with concentrations in affective, emotional, and cognitive disorders from  Old Dominion University from June 2002, and BS in Elementary Education from  Bemidji State University July 1985 with associates degrees in Early Childhood Associate Degree and Sociology. In addition, I have 6 years of online experience in working with children and adults whose second language is English or are learning English, as well as, working with students in public schools whose second language is English or who have language delays (written and spoken).  I have certifications in TEFL and TESOL, in addition, to receiving certifications from professional development provided by public school districts in Texas and Colorado.  I have taught, developed individual education plans and individual literary plans, and worked with students who have limited fine motor skills, gross motor delays, or sensory or neurological delays, for over 30 years. I have worked with occupational therapists (and other specialists) to develop students' individual education plans, to help them learn to write, specifically to help them develop their eye-hand movements, fine motor, academic skills (reading and writing), gross motor, and life skills.  I was the lead teacher in center-based programs for students with moderate to severe disabilities. I was a resource teacher and inclusion specialist for students with mild to moderate disabilities in public schools. This course will be based on techniques and skills that I found useful in helping students learn to write. The training I have received, certified workshops, and courses, to give me continuing education points to maintain my licenses in regular education and specialized education, were in sensory, fine motor, gross motor, curriculum development, academic, and writing skills.   I have received training in a variety of established handwriting programs, i.e. Handwriting Without Tears, Zaner-Bloser Handwriting, D'Nealian, Draw, Write Now as well as reading curriculums with associated writing programs. In addition, I have reviewed various curriculum programs (Reading, Writing, Math) and adapted them so that my students (who had fine motor and/or gross motor delays) can receive full advantage of these programs.
I am certified to teach students who have (mild, moderate, and severe) Affective, Cognitive and Emotional disorders. I have taught and adapted programs for students who have physical (fine and gross motor skills) in addition to effective, emotional, and cognitive disorders. In addition, I have trained teachers to work with students in their classrooms who have a variety of disabilities that affect their writing, reading, and math development. During my career, I  have maintained and advanced by taking courses and attending workshops in a variety of areas to help students with mild, moderate, and severe (Affective, Cognitive, and Emotional disorders), as well as, Physical disabilities.  I have also used aids, play-dough, small balls, and specialized materials that I have developed, with the help of occupational therapists, to help students to learn to write and develop their fine and gross motor skills.   

提供的家庭作業
This option suggests that children practice handwriting for at least 20 minutes three times a week. 
0 - 1 每週課外時間
提供的評估
提供的成績

This class will help:
Developmenting learn Students who are just beginning to writing and are learning letter formation
This is good letter formation writing for students with dyslexia, ADHD, and ASD because the writing goes one way.

The students must be capable of holding a pencil and we will be using pencils or pens in the class. Also, students must use the paper available in the resource section of this class. At least 3 pieces of paper should be provided.

We will use videos on my youtube subscription to Jack Hartman's Music Channel. The Singing Walrus and OT Closet. I also use materials from the OT toolbox.