Developing writing pen and writing pad for children with Specific learning disability
ABSTARCT :
Background: Children with Specific Learning Disability (SLD)who faces challenge of writing during their academic life especially during examinations where they need the provisions of a scribe. The purpose of rehabilitating people with disabilities is to reduce the dependence on other people.
In order to achieve this fundamental right to be independent, it is important to develop innovative strategies and solutions to come up with some hardware tools like writing penand writing pad for children with specific learning difficulties so that their academic life does not become a hurdle in realising their full potential.
The innovative technology or solution should be cost effective and easily usable so that children with all strata can afford to use this. Detailed Description: In India, the Central Board of Secondary Education (CBSE) and other educational boards provide several relaxations for students with learning disabilities (SLD) during examinations such as having a scribe during exams. A scribe writes answers as dictated by the child.
The scribe must be from a lower grade than the child appearing for the exam. CBSE provides remuneration for the scribe, and you can also apply for your own scribe if needed.
If a child has difficulty reading, they are entitled to a reader who reads (not explains) the questions to the child. However, a child can have either a reader or a scribe, not both. CBSE grants additional time to students with disabilities.
For example: 60 extra minutes for a three-hour exam 40 extra minutes for a two-hour exam 30 extra minutes for a one-and-a-half-hour exam. Since January 2020, CBSE allows the use of calculators for children with dyscalculia. The board provides these calculators.
Theseaccommodations aim to create a level playing field for students with learning disabilities, ensuring they can demonstrate their knowledge effectively during exams. However it has some disadvantages as well like some students may become overly reliant on scribes, affecting their independent writing skills.Students may feel uncomfortable dictating their answers to someone else.
Availability of trained scribes can be a challenge, especially during exams. The quality of scribing may vary, impacting the accuracy of the student’s responses. Also some of the people are misusing the benefits by training or teaching the scribe rather than the child with SLD to write the exam and score good marks.
Expected Solutions: To develop innovative strategies and solutions to come up with some hardware tools like writing pen and writing pad for children with specific learning difficulties so that their academic life does not become a hurdle in realising their full potential.
The innovative technology or solution should be cost effective and easily usable so that children with all strata can afford to use this.
EXISTING SYSTEM :
This practice is often reactive rather than proactive (Graham, 1992). When teachers conduct on- the-spot teaching or institute mini-lessons based on their observations, they are often responding to either an established problem or a developing difficulty.
Unfortunately, once a problems is well established, it may take an extended effort on the part of the teacher and the student to develop a more desirable practice. Developing difficulties, on the other hand, need to be identified and addressed quickly before they become an established problem.
For example, if students in a second-grade class are making the transition to cursive script and experimenting with how to form particular cursive letters in their writing, the teacher needs to spot ineffective approaches to letter formation before they become habitualized.
This places considerable demands on the teacher. Another problem with teaching skills only when need arises is that teachable moments may not occ for some important skills (the teacher is not presen that time) or may be overlooked. When teachers con with children during writing conferences or observe them work, for instance, issues of spelling and hand- writing may not be uppermost in their mind.
DISADVANTAGE :
Affordability: Developing specialized writing tools can be expensive, potentially making them less accessible to families in need.
Skill Development: If children rely too heavily on technological features, they may not fully develop their writing skills or learn to write without assistance.
Individual Needs: Children with SLD often have diverse needs; creating a one-size-fits-all solution may not adequately address specific learning styles.
Resistance from Educators: Some educators may prefer traditional methods, making it difficult to integrate these tools into existing curricula.
Wear and Tear: If the products incorporate technology, they may be more prone to damage or malfunction, leading to additional costs and frustration.
PROPOSED SYSTEM :
central role in the development of handwriting fluency. The more children write, the more their handwriting skills become automatic and fluent (Graham, 1992).
Writing also provides the appropriate context for children to apply and test the knowledge and skills that they are taught directly, whereas writing for real purposes and audiences accentuates the importance of correct spelling and legible handwriting in practical and social situations (Graham, Harris, & Loynachan, 1996).
Perhaps most important, the reason for teaching text production skills in the first place is to enhance chil- dren's ability to communicate.
ADVANTAGE :
Comfortable Grip: A pen designed with an ergonomic grip helps children with fine motor difficulties hold the pen more easily, reducing hand fatigue and discomfort.
Guided Writing: Pens that offer tactile feedback (e.g., vibrations) or assistive technology can guide children in forming letters and words correctly, aiding in motor skill development.
Tactile Feedback: Pens that provide sensory feedback (e.g., texture or slight vibrations) can enhance engagement and focus, helping children stay on task.
Color Coding: The writing pad can incorporate color-coded sections for different writing tasks, helping children organize their thoughts and understand structures (e.g., different colors for nouns, verbs, etc.).
Gamification: Writing tasks can be turned into fun games, encouraging children to practice more and fostering a love for writing.
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