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

It has been fun

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