![]() This can also assist students with dyscalculia and difficulty visualizing. As they type, they learn to link images to concepts. Students with processing deficits benefit from concept correlation. By typing the same words and sentences over and over, students are practicing spelling and vocabulary, creating familiarization as a byproduct of practicing their typing skills. Repetition is the key element of a typing course. Typing allows students to practice skills taught in all areas of their education. This feedback is immediate and specific to the student, which is particularly useful to students with special needs. It directs students as they make mistakes and provides hints and guidance about which side of the keyboard a letter is on. ![]() Type to Learn activities have 3D animated hands on a lettered reference keyboard to provide this guidance. Although she will never be a fluent typist, her success rate has improved and she is determined to use the left hand in the same way.” Once she saw the game that shows a graphic of fingers on keys, she placed the straightened fingers of her right hand and began to “pop” the letter balloons on the screen. She is unable to curl her fingers to place them on the “home row” keys. “One 5th-grade student, Lila, has particular difficulty with fine motor skills. ![]() shared an experience with one of their students in an educational typing program: Visual examples on the screen provide a constant model to show students what their hands should look like. The visual elements of typing programs are especially helpful for students with neurological variants and slow processing speeds. This pacing helps students to remember and empowers them to apply their new skills. Each lesson starts with a review of the previous letters learned, teaches a new set of letters, and then allows the student to apply the new letters to their growing collection of letters learned. ![]() By isolating a single finger motion and repeating it, the relationship between physical motion and mental intention increases. This isolation and repetition is especially useful for students with dyslexia and dysgraphia. Type to Learn activities introduce letters two at a time, one for each hand, and reinforces each fingers’ motion with repetition. Typing programs that have activities to build kinesthetic memory can aid students in developing these fine motor skills in their hands. This focus on correct posture and hand position is an excellent exercise for students who struggle with fine motor skills and processing deficits. Typing lessons place a great emphasis on ergonomics. Here are 3 ways that Type to Learn, or other educational typing programs, may assist students with processing delays, hyperactivity and neurological disorders. While it cannot be prescribed as treatment, Type to Learn has been recommended by occupational therapists and other doctors to assist struggling students. Certain programs like Type to Learn have some especially helpful elements that can aid special needs students. It not only allows them to express themselves in new ways, but the process of learning and practicing typing skills improves motor functions and mental processing for students with a variety of learning disorders.Įducational typing programs have shown to be especially helpful for students who struggle with dyslexia, dysgraphia, dyspraxia, dyscalculia, processing disorders, and ADHD. She has written several books and is an online sensation and beloved leader in the autistic community.įor mentally struggling students, typing can be a game changer. Today she is changing the narrative around autism and persons with special needs. All the thoughts and experiences she was unable to communicate through speech or writing came flooding through the keyboard. She had never been taught how to use a keyboard or even how to spell those two words. The young Fleishman jumped suddenly to her feet and ran to a nearby computer where she typed two words: “H-U-R-T” and “H-E-L-P.”įor the very first time she was able to directly communicate her needs to those around her. At 11-years-old, she stunned her family and therapists while in the midst of a therapy session. ![]() This couldn’t have been further from the truth. As a result, many assumed she lacked awareness and even intelligence. For much of her early life she was unable to communicate through speech or writing. At a young age, she was diagnosed with autism, oral-motor apraxia and cognitive delay. ![]()
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