Difficulty in relating oneself to space and to relate sets of objects to each other.
| Symptoms | Strategies |
|---|---|
| May be clumsy in movements. Gets into frequent fights for pushing or shoving, yet claims innocence. Didn’t see other children in time to avoid making bodily contact with them. | – Avoid potentially humiliating competition. – Allow this student to be score keeper, etc. – Use non-competitive activities for P.E. |
| Struggles with directionality concepts.Confuses left and right.Has trouble with map work. | – Play games involving left and right sides of body, i.e., Simon Says, Hokey Pokey, Angels-in-the-Snow. – Cues: Extending thumb and index finger of left hand creates letter L. |
| Combines cursive and printing in same assignment.Difficulty with spacing of words. | – May need to use computers for written assignments. – Copy of cursive alphabet at desk for quick, easy referral. |
| Uses mirror writing. | – Make use of aide to work with student as often as possible. – Incorporate cursive writing as soon as possible. |
| Doesn’t start and stop at margins; crowds words at end of line or leaves too much space.May not write on line. | – Have student use width of finger as quick guide to begin paragraphs; can also be used at end of line. – Draw lines for student if none are present; help student see where to begin headings, etc. in order to allow for margins. – Draw a model of what you expect of student. |
| Misforms letters of similar configuration (i.e., quit-guit, false-jalse, size sixe). | – Use color coding to aid in directionality.Use a multi-sensory approach when appropriate. |
| Loses place while reading, uses finger. | – Allow student to use a marker above the line. |
| Has trouble spacing numbers in math; lining up columns; calculations may overlap. | – Have student turn paper horizontally to make use of vertical lines or use graph paper. |
| Has difficulty organizing problems on paper. | – Box off the page in the most appropriate way, explaining the reason for the structure; require student to follow your example (eventually wean away from boxes). |
| Seems to be confused in finding his/her way around familiar places. | – Have student verbalize the directions before leaving. – Assist student in drawing a map to follow. – Plan activities involving directions such as treasure hunts, hypothetical trips, etc. – Share ideas with parents. |
| Uses either hand at random. | – Encourage use of dominant hand. – Give directions such as, “With your right hand, please pick up…” |
| Has difficulty organizing problems on paper. | – Box off the page in the most appropriate way, explaining the reason for the structure; require student to follow your example (eventually wean away from boxes). |