If yu ɔ yu pikin gɛt atɛnshɔn dɛfisit haypa aktiviti disɔda (ADHD), yu dɔn ɛva notis se dɛn an raytin nɔ de rɔtin smɔl ɛn i nɔ izi fɔ rid? Yu kin de wɔnda, "Dɛn gɛt kɔnekshɔn bitwin dis disɔda fɔ rayt wit an ɛn ADHD?" Yɛs, fɔ tru. Sɔntɛm, strɔng kɔnekshɔn de bitwin di tu kɔndishɔn dɛn. Lɛ wi tɔk dip wan bɔt dis tide.
ADHD ɛn we pɔsin nɔ de rayt wit an (Dysgraphia) .
Sɔntɛnde, fɔ rayt wit an we nɔ fayn ɛn we nɔ izi fɔ rid, na sayn fɔ sho se pɔsin nɔ ebul fɔ lan. Fɔ mɛn pipul dɛn, wi kin kɔl dis disgrafia . Di raytin fɔ pɔrsin wae gɛt dis sik kin sho tin dɛm lɛk:
- Di lɛta dɛn slan na wan say.
- Na miks we gɛt kapital lɛta ɛn simpul lɛta dɛn.
- Rayt sɔm lɛta dɛn wit print ɛn sɔm wit kɔrsiv.
Apat frɔm dat, bɔku tɛm pipul dɛn we gɛt disgrafia kin rayt sloslo. Dɛn kin gɛt an kramp bikɔs dɛn kin grip dɛn pen fayn fayn wan. I nɔ kin izi bak fɔ dɛn fɔ kip di layn dɛn fɔ rayt fayn fayn wan ɛn fɔ put di say we dɛn fɔ rayt di rayt say na pepa.
Yu fɔ mɛmba se dis nɔr min se ɔlman wae gɛt ADHD gɛt han raytin ɔr dysgraphia . Bɔt bɔku tɛm, di tu tin dɛn kin apin togɛda. Wan stɔdi sho se 59% pan di pikin dɛn we dɛn no se gɛt ADHD bin gɛt disgrafia ɛn 92% bin gɛt dɛfisit pan graphomotor skills . Fɔ tɔk am simpul wan, grafomotɔ skil na di an ɛn yay kɔdineshɔn ɛn di ebul fɔ plan di muvmɛnt frɔm di bren to di an we nid fɔ rayt fayn fayn wan.
Dis kɔnekshɔn so strɔng dat sɔm risecharch dɛn dɔn tɔk se dɛn fɔ ad anraytin analisis to tɛst dɛn we dɛn kin yuz fɔ no ADHD. Bɔku tɛm, ticha dɛn kin ripɔt se pikin dɛn we gɛt ADHD kin rayt dɛn an we nɔ machɔ ɛn we nɔ fayn pas dɛn ej.
Wetin mek i nɔ izi fɔ rayt wit an fɔ pipul dɛn we gɛt ADHD?
Fɔ rayt fayn fayn wan ɛn fayn fayn wan na bɔku tin dɛn we dɛn kin du togɛda. Bɔt i sɔri fɔ no se bɔku tɛm, dɛn skil ya kin tranga fɔ pɔsin we gɛt ADHD. Lɛ wi tek wan luk pan wetin dɛn bi.
| Skil we dɛn nid fɔ gɛt | Wetin mek i nɔ izi fɔ gɛt ADHD? |
|---|---|
| Fayn motoka skil dɛn | Dis na di ebul we wi ebul fɔ kɔntrol di smɔl smɔl mɔsul dɛn na wi an. Dis skil impɔtant fɔ ol pen fayn ɛn gayd di an fɔ fala di shep we lɛta gɛt. di divεlכpmεnt fכ dis skil kin delay sכmtεm pan pikin dεm we gεt ADHD. |
| Di kɔdineshɔn bitwin an ɛn yay | We yu de rayt, yu nid fɔ kip yu yay pan di layn ɛn muv yu an akɔdin to dat. We yu gɛt ADHD, i kin izi fɔ mek yu nɔ pe atɛnshɔn to yu, ɛn dis kin mek i nɔ izi fɔ mek yu kɔntinyu fɔ gɛt dis kɔdineshɔn. |
| Eksekyutiv wok | Dis na tin we kɔmplikt smɔl. Fɔ tɔk am simpul wan, na dɛn maynd ya na di bren we de ɛp yu fɔ plan, ɔganayz, bigin, ɛn dɔn wan wok. Fɔ rayt na di sem tin. I at fɔ du dis fayn fayn wan we yu gɛt ADHD. |
| Atɛnshɔn ɛn pe atɛnshɔn | Dis na di men prɔblɛm we ADHD kin gɛt. Na big big tray fɔ mek dɛn kɔntinyu fɔ pe atɛnshɔn ɛn rayt lɛta dɛn fayn fayn wan. Ɛnitɛm we dɛn ambɔg dɛn atɛnshɔn, di shep, saiz, ɛn di say we dɛn de bitwin di lɛta dɛn kin chenj. |
Apat frɔm dat, pipul dɛn we gɛt ADHD kin rili want fɔ dɔn wok kwik kwik wan. We dɛn nɔ ebul fɔ rayt wit an kwik kwik wan lɛk aw dɛn de tink, di lɛta dɛn kin mek dɛn rɔtin ɛn brok ɔtomɛtik wan. We ɔl dɛn tin ya kam togɛda, di we aw dɛn rayt di an kin so mɛs dat i nɔ kin izi fɔ rid.
Di impɔtant tin na dat, dis nɔto les ɔ nɔ intres pan di pikin in pat. Na nyurolɔjik chalenj we kin kam wit ADHD.
Us sɔlv dɛn kin du fɔ dis?
I nɔ jɔs at fɔ rid fɔ rayt wit an we nɔ fayn. I kin bi big lod bak pan pikin dɛn maynd. Na skul, ɔda pikin dɛn kin laf dɛn ɛn ticha dɛn kin kɔl dɛn "dɔti," so smɔl smɔl pikin dɛn kin bigin fɔ shem fɔ rayt. Dis kin gɛt big impak pan dɛn sɛlf-ɛstimɛnt ɛn intres fɔ lan.
If yu gi pikin we gɛt ADHD di wok fɔ "rayt wan ɔndrɛd layn" as pɔnishmɛnt nɔ go ɛp. Dɛn go taya kwik kwik wan fɔ du wok dɛn we dɛn kin du ɔltɛm. Risach dɔn ivin sho se dɛn kayn raytin ɛgzampul ya nɔ de mek pikin dɛn we gɛt ADHD rayt wit an fayn.
Bɔt nɔ wɔri. Bɔku we dɛn de fɔ ɛp.
Chenj dɛn we dɛn kin mek na di klasrum
As mama ɔ papa, yu kin tɔk to yu pikin in ticha bɔt dis ɛn tɔk bɔt aw fɔ ɛp am, lɛk:
- Ɔral ɛgzam : Insted fɔ rayt ɛgzam, dɛn kin gi ɔral ɛgzam.
- Fɔ gi not: Fɔ mek di ticha nɔ rayt bɔku, i kin gi di pikin lɛsin not ɔ ɔutlayn.
- Yuz ɔda we dɛn: Bifo yu rayt asaynmɛnt dɛn, mek fim ripɔt ɔ gi prɛzɛntɛnshɔn dɛn wit mɔt.
Teknik divays ɛn sɔpɔt dɛn
Tide teknɔlɔji de ɛp pikin dɛn lɛk dis.
- We yu yus fɔ tayp yuz kibɔd ɛn tɔchskrin, dat kin mek yu nɔ strɛs we yu de rayt.
- Teknɔlɔji fɔ tɔk to tɛks na ɔda gud sɔlvishɔn. Wetin di pikin tɔk, dɛn kin tayp am na fon ɔ kɔmpyuta.
- Yu kin yuz spɛshal grip ɛn ɔda tin dɛn fɔ rayt fɔ ɛp yu fɔ ol pensil ɔ pen izi wan.
Mɛrɛsin ɛn trenin
Sɔm stɔdi dɔn sho se sɔm tɛm dɛn de, di mɛrɛsin dɛn we dɛn kin yuz fɔ mɛn ADHD kin ɛp fɔ mek pɔsin rayt fayn fayn wan. Bɔt dɛn nid fɔ du mɔ risach bɔt dis. Apat frɔm dɛn drɔgs ya, trenin fɔ muv kin ɛp fɔ divɛlɔp di motoka skil dɛm we yu nid fɔ rayt wit an. Bɔt bifo yu disayd fɔ du ɛnitin lɛk dis, yu fɔ rili tɔk to yu pikin in dɔktɔ.
Mɛsej we dɛn kin kɛr go na os
- Bɔku tɛm, sɔntin de we gɛt fɔ du wit ADHD ɛn fɔ rayt wit an we nɔ fayn. Dɛn kɔl dis sik disgrafia.
- Dis nɔto bikɔs di pikin les ɔ i nɔ gɛt intres. Na bikɔs ɔf di chalenj dɛm we de pan tin dɛm lɛk fayn fayn motoka skil dɛm, atɛnshɔn, ɛn ɛgzibit wok.
- Fɔ fos pipul dɛn fɔ rayt bɔku tɛm, dat nɔ kin mek dɛn gɛt rizɔlt.
- Bɔku prɛktikal sɔlvishɔn dɛn de we dɛn kin mek na di klasrum, lɛk fɔ chenj, teknɔlɔji divays dɛn, ɛn spɛshal sɔpɔt dɛn.
- Fɔ sɔpɔt yu pikin di bɛst we, tɔk bɔt dis wit yu dɔktɔ ɛn yu pikin in ticha dɛn ɔltɛm. Tugɛda, dɛn go mek di bɛst plan.
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