A Dysgraphia learning disability is defined by a gap in the relationship between a student’s cognitive functioning and physical ability. More specifically, it is the inability of a student to express their thoughts effectively through writing. Struggles with fine motor skills, such as manipulating a pencil, can result in hand writing that is slow, laborious and messy. This is extremely frustrating for these students as their writing ability is unable to keep up the pace to which they are thinking.

Students who have difficulty with hand writing will often avoid tasks that require its use. They avoid writing in an agenda or taking notes and instructions from the board, they skip planning steps such as brainstorming and outlining, and their test answers lack details.  In math, these students often prefer to write only answers instead of showing the steps, and they will avoid showing anyone their written work either because they are embarrassed or in fear of being made to do the work over.

Our approach is to help these students appreciate the importance being organized and the value of having effective notes, and the impact of both on their academic results.    The use of technology will be encouraged and practiced in those situations where students may prefer to type or speak instead of write.

Many students struggle to organize their thoughts so they can communicate effectively on paper.  Unfortunately, these students are unable to receive an accurate evaluation of their ideas.  We work with these students to plan their written answers by teaching them how to create outlines and use templates as a means to organize their thoughts.

We teach these skills in the context of students current work load so they get the opportunity to see the positive impact on their daily assignments, in hopes they internalize and adopt these skills over the long-term.

What people are saying about us

  • I would like to thank our coach and your organization for giving my son a great opportunity to improve. He is much more responsible now and understands the importance of working hard as well as how to work and organize himself.

    Chieko(mother of grade 10 student)
  • Thanks for your good work with our son – I believe we are starting to see some positive changes and improvements. He seems to have a positive attitude overall and he is getting at his work on his own initiative which is good to see.

    David(father of grade 12 student)
  • Our daughter feels much more confident and on top of her work and comments often about how strong her marks have become. She feels that her sessions with you have been a big reason for the turn around.

    Sharon(mother of grade 8 student)
  • Thank you very much for providing such a very helpful facility for my daughter. She has benefited so much from the program, not only for her present situation but I think for life. Your coaches were excellent and they gave her the motivation, guidance, self-confidence and self-esteem that she lacked.

    Sandora(mother of grade 12 student)
  • Our coach works hard with our son in helping him approach his academic studies with more maturity, effectiveness and independence. Our son has responded well to his mentors coaching and guidance.

    Barbara(mother of grade 11 student)