A Neurodevelopmental Learning Disorder That Affects the Development of Children Worldwide
This disorder is related to a main action in the life of a child such as writing. If in childhood, a child does not develop this capacity, he will have less ability to speak. Letter formation, spelling and special organization are the most affected by this disorder. The sequences appropriated of letters in a sentence can be hard for a person with Dysgraphia. This disorder can affect the capacity to create letters from memory. Dysgraphia is considered an of all several types of difficult learning. It is diagnosticated when the children begin to be writing. Making it disorder more frequent in boys than girls. Although this disorder can be appearing as a consequence of neurology damage such as stroke or cerebral lesion.
The origin of Dysgraphia is unknown, but it can be probably by several causes for example genetic predisposition, it produces a brain design where neuron structures that should coordinate to produce the writing are not perfectly connected or can be perinatal brain injuries affecting these groups of neurons. Really, the cause of dysgraphia is not specific because there can be variables acting in the first years of the life of a child.
According to the article “Cerebellum atrophy and development of a peripheral dysgraphia: a pediatric case” of Maria Conception Fournier del Castillo and her colleagues. They determine through their article that there are two types of dysgraphia. The core one, produces damage to the linguistic orthographic routes and the other is peripheral one, which produces an alteration in the selection or execution of graphic motor patterns. Their study was based on a male patient with 8 years and 10 months, who visited a specialist due to difficulty in writing with respect to his school group. Through the years he was examined where magnetic resonance imaging (MRI) revealed important detail. It showed mild cerebellar cortex atrophy and prominent cortical sulci and widening of the subarachnoid space.
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In order to analyze the patient, he was subject to a test. It was analyzed among a group with his same level where the most errors were spatial dysgraphia such as duplication of letters and overlapped words. His dysgraphia is associated with injuries in the right parietal lobe and left local lesions. Also, he has a cerebellar atrophy which is more intense in the time of the study. It is associated with the shape of the letter. Although there is no substitution of letters with other similar letters except the letter “a” by “o”. He has a strong deficit of graphic motor patterns. It affects the formation and order of letters and use of straight lines. The cerebellum has a relation with visuospatial and visual constructive so that the cerebellum permits errors in the writing.
Another evident example of relation between the cerebellum and progress academics was demonstrated by Sonia das Dores Rodriguez in her study of “Correlation between indication of discography and scholarship performance” where she made a study on twenty five children, in an elementary school, where their age varies between 9 and 10. Through an evaluation of writing with a scale of written difficulty she can demonstrate that the children with difficulty of written had less progress in the written and arithmetic. She concluded that in this group there is no possible correlation between written and academic difficulty in comparison with children who did not have difficulties in written. This difficulty to the learning was demonstrated through significant dysgraphia.
The importance of knowing the diagnostic and neurocognitive of dysgraphia when this disorder is present on autism children is essential because It can cause emotional frustration. In the article “Diagnostic, Demographic, and Neurocognitive Correlates of Dysgraphia in Students with ADHD, autism, Learning Disabilities, and Neurotypical Development” it reflects how Dysgraphia was in the three diagnostic groups ADHD, ADHD and autism. In this article Susan Dickerson and her team through a study where the data analyses supported a lineal relation between IQ, diagnosis of ADHD or autism and the dysgraphia.
There are 3 types of dysgraphia. They are Dyslexia, Motor and Spatial Dysgraphia. This type of dysgraphia can be in autism children, ADHD and Asperger. Dyslexic is when there is illegible written and bad spelling. Finger tapping speed is a movement that is identified by a fine motor problem that is not identified as cerebellar damage. Intervention to dysgraphia falls into three categories: accommodation, remediation and modification. This includes exercises to improve fine motor skills for example finger exercises, mixing, clay play, mixing. Also connecting the dots, tracing and cutting are very useful for the progress in children with dysgraphia. The repetition is required frequently for their progress and the assistance of occupational therapists.
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A Neurodevelopmental Learning Disorder That Affects the Development of Children Worldwide. (2023, Feb 13). Retrieved from https://phdessay.com/a-neurodevelopmental-learning-disorder-that-affects-the-development-of-children-worldwide/
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