School
support:
 What
are dysgraphic difficulties?
Dysgraphia is a difficulty with handwriting, fine
motor coordination, organisation and presentation of material of
written page. There may be an accompanying spelling difficulty and
lack of motivation in relation to written expression. Dysgraphia
is often linked to dyspraxia and dyslexia – it often appears
as the ‘typical dyslexic’ who somehow reads well.
Advice
for the classroom:
-
Materials:
Avoid plain paper – lines and squares will help in organising
the page, and double spacing may help improve legibility.
-
Processing:
Allow extra time, if appropriate, so that special care can be
taken with layout and presentation.
Be aware that writing can be tiring for him/her: try to break
writing tasks down into small steps, with frequent breaks.
-
Presentation:
Encourage redrafting – it is sometimes helpful to use
a double page: the left-hand page for first draft, the right-hand
page for redrafting.
At the appropriate point, encourage the development of keyboard
skills – word processing with spellcheck is an invaluable
lifeskill for all learners, but specially important for dysgraphics.
Encourage the use of cursive script, as it helps fluency more
than print script.
A sloping board can be useful as a writing surface.
A writing posture which is too close to the paper can be a pointer
to visual binocular instability or convergence difficulties.
Discuss writing-hand correction – the four S’s:
slope, size, space, sitting on the line.
-
Facilitating effective learning:
Consider use of a dictaphone as a personal organiser/homework
diary, or for notemaking.
Consider use of an electronic personal organiser.
Consider use of voice recognition technology.
-
Notes and organisation for older pupils:
Because of organisational and writing difficulties, the pupil
will not be able to make effective notes. Please ensure there
are notes available from which he or she can revise, either
by providing lesson notes or checking that the pupil photocopies
those of a peer. Check up that this is happening quite frequently,
and insist that the pupil is always able to show you notes that
are adequately organised, up-to-date and sufficient for revision
purposes.
-
Motivation and self-esteem:
Reassure the pupil that lots of famous and successful people
have similar difficulties.
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved.
It is important to let the pupil know why he/she is being praised
rather than just to provide praise. In a behavioural reward
system with extrinsic rewards such as stickers or points, the
child can easily see why he/she is being praised. This can be
an effective motivator, as long as the rewards are meaningful
and appropriate.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications. Consider requests to examination
boards, as appropriate, for:
Scribes;
Use of tape recorder;
Transcription of examination scripts, with or without correction;
Non-penalisation of spelling errors.
Books
& articles:
Addy, Lois (2004) Speed Up ! a kinaesthetic programme to develop fluent handwriting (LDA).
Alston, J. (1991) Assessing and Promoting Writing Skills (NASEN).
Alston, J. and Taylor, J. (1992a) Handwriting Helpline (Dextral
Books).
Alston, J. and Taylor, J. (1992b) Writing Lefthanded (Dextral Books).
Benari, N. (1999) Early Movement Skills (Winslow).
Blyth, P. (1992) A Physical Approach to Resolving Specific Learning
Difficulties (Institute for Neuro-Physiological Psychology, 4 Stanley
Place, Chester).
British Dyslexia Association, the Dyslexia Handbook, produced annually
by the BDA, contains many short articles on dyslexia and associated
difficulties, details of providers of resources and of British Dyslexia
Association branches throughout Britain and Europe.
British Dyslexia Association (2002) Dyslexia-friendly Schools Pack
(BDA).
Cooke, J. (1996) Early Sensory Skills (Winslow).
Dyspraxia Trust (1991) Praxis Makes Perfect – an excellent
publication which should be beneficial to teachers and parents.
It contains nine chapters, all on areas concerning dyspraxia. Dyspraxia
is defined as an ‘impairment or immaturity in the organisation
of movement which leads to associated problems with language, perception
and thought’.
There are chapters on understanding dyspraxia and views from teachers,
psychotherapists and occupational therapists. The book contains
excellent guidance on dealing with handwriting problems, advice
on activities for dyspraxic children and general considerations
at school, including social integration in the classroom.
Ellis, Sue, and Friel, Gill (1992) Inspirations for Writing (Scholastic)
– provides the teacher with a vast collection of superb ideas
to motivate children in joined writing tasks. The consistent relation
of tasks to the curriculum context with the book is especially useful.
It is well illustrated with chapters including functional, imaginative
and collaborative writing. Each chapter has an activities section
with indications of the age range most suited to the task. The ranges
tend to be from five to nine years, although there are some for
children of up to twelve years. The book also includes 30 pages
of photocopiable material related to some of the activities.
Goddard, S. (2002) Reflexes, Learning and Behaviour – a window
into the child’s mind (Fern Ridge).
Hong, C. S., Gabriel, H. and St John, C. (1996) Sensory Motor Activities
for Early Development (Winslow).
McIntyre, Christine (2001) Dyspraxia 5–11: A Practical Guide
(David Fulton) – contains many ideas and strategies which
can be used in both the home and the school. There are sections
on social and emotional development as well as the practical aspects
of dealing with the coordination difficulties associated with dyspraxia.
Nicolson, R. I. and Fawcett , A. J. (1999) ‘Developmental
Dyslexia: The role of the cerebellum’, Dyslexia: An International
Journal of Research and Practice, 5, 155–77.
O’Hare, A. and Khalid, S. (2002) ‘The Association of
abnormal cerebellar function in children with developmental coordination
disorder and reading difficulties’, in Dyslexia, 8, 4.
Portwood, Madeleine (1999) Developmental Dyspraxia: Identification and Intervention: A Manual for Parents and Professionals (David Fulton). The first two chapters provide a neurological-oriented background, but without the terminology which usually accompanies such explanations. The chapter on ‘What is dyspraxia?’ provides an excellent summary, from 6–12 months through to 7 years, describing some observable behaviours found in dyspraxic children. The definition which the author uses to describe dyspraxia is located in this chapter: ‘motor difficulties caused by perceptual problems, especially visual-motor and kinaesthetic motor difficulties’ (p. 15). Other chapters examine assessment of the junior-age child: attainment tests, cognitive assessment, screening. The rest of the manual focuses on remediation programmes for different age groups – these contain a wealth of ideas. The book concludes with useful addresses and contacts for parents and teachers.
Portwood, Madeleine (2000) Understanding Developmental Dyspraxia:
A Textbook for Students and Professionals (David Fulton).
Portwood, Madeleine (2001) Developmental Dyspraxia: A Practical
Manual for Parents and Professionals (Durham County Council, Educational
Psychology Service, County Hall, Durham) – provides a thorough
insight into dyspraxia. It is extremely readable, well illustrated
and appropriate for both parents and teachers.
The first two chapters provide a neurological-oriented background,
but without the terminology which usually accompanies such explanations.
The chapter on ‘What is dyspraxia?’ provides an excellent
summary, from 6–12 months through to 7 years, describing some
observable behaviours found in dyspraxic children.
The definition which the author uses to describe dyspraxia is located
in this chapter: ‘motor difficulties caused by perceptual
problems, especially visual-motor and kinaesthetic motor difficulties’
(p. 15). Other chapters examine assessment of the junior-age child:
attainment tests, cognitive assessment, screening. The rest of the
manual focuses on remediation programmes for different age groups
– these contain a wealth of ideas. The book concludes with
useful addresses and contacts for parents and teachers.
Portwood, M. (2000) ‘Seeing the Signs’, in Special,
Spring 2002 (NASEN).
Poustie, Jan (1997) Identification Solutions for Specific Learning
Difficulties (Next Generation).
Ramsden, Melvyn (1992) Putting Pen to Paper: A New Approach to
Handwriting (Southgate, Devon) – a very comprehensive and
useful book on handwriting, with plentiful examples. The book examines
some misconceptions about handwriting, and some principles in relating
handwriting to language, reading and spelling. The stages of teaching
handwriting are addressed, supported by numerous graphics. There
is also a chapter on the initial stages of handwriting.
Richardson, A.J. (2002) ‘Dyslexia, Dyspraxia and ADHD –
Can Nutrition Help?’, paper presented at Education Conference,
Durham County Council, June 2002
Russell, James (1988) Graded Activities for Children with Motor
Difficulties (Cambridge Educational) – a set of graded activities
for children with motor difficulties, presented in a very teacher-friendly
text, with clearly illustrated activities. The programme consists
of fourteen sections, including gross motor, balancing, catching,
throwing, kicking and jumping, directional orientation, visual-motor
coordination and handwriting activities. These activities, though
essentially directed to children with motor problems, can be extremely
useful for a number of dyslexic children.
Although motor skills and literacy are two distinct strands of
development, there is a growing awareness of the link between the
two, and hence this programme of activities may be extremely useful
in helping the teacher tackle the difficulties associated with dyslexia.
The programme is aimed at both primary and secondary sectors and
can be used by teachers with little or no specialist training.
It provides a comprehensive and easy-to-follow series of lessons
each aimed at different aspects of motor development. These include
gross motor control; balancing, catching, throwing and jumping;
body and spatial awareness, visual tracking and handwriting activities.
Each of the fourteen programmes has a clear set of objectives, illustrations
and a number of complementary activities.
Sassoon, R. (1995) The Acquisition of a Second Writing System (Intellect
Ltd).
Smith, P. (1994) Teaching Handwriting (UK Reading Association).
Teodorescu, Ion and Addy, Lois (1999) Write from the Start (LDA) a programme for improving fine motor skills and handwriting.
Topping, K. (1992) Paired Writing Information (Kirklees Metropolitan
Council).
Walton Cavey, Diane (2nd edition 1993) Dysgraphia: Why Johnny Can’t
Write – A Handbook for Teachers and Parents (Pro-Ed) –
looks at explanations of dysgraphia, presenting this from the parents’
and teachers’ perspectives and with suggestions for developing
a teaching programme. It also looks at vocational training and a
useful glossary is included. For parents, the book provides some
early warning signs and some tasks which may be helpful. Examples
of dysgraphic characteristics and ideas for teaching provide the
teacher with useful guidelines for assessment and teaching. A very
useful book.
Programmes,
games & software:
-
Acceleread, Accelewrite: A guide to using talking computers
to help children with reading and writing – Vivienne Clifford
and Martin Miles (1994), IAnsyst Ltd, 72 Fen Road, Cambridge,
England
This guide helps the teacher access voice recognition systems
for the computer. The emphasis is on developing the practical
skills, but the guide also provides a theoretical understanding
of the system. The guide provides suggestions for using the
applications for creative and curriculum based work. The first
two sections examine the hardware which can be utilised and
the theory behind the approach.
Essentially it provides the basis for a structural approach
to developing phonological skills in a multisensory way. Thus
the pupil reads the story, then types it into the computer,
the computer then repeats each word of the sentence to the child
as the space bar is pressed. The whole sentence is also spoken
once the sentence has been completed. The guide emphasises self-monitoring,
auditory and visual feedback.
-
An excellent range of activities and games to aid word access
and expressive language can be found on: http://members.tripod.com/~Caroline_Bowen/wordretrieval.html
-
Before Alpha: Learning Games for the Under Fives – this
is a programme of learning games developed by Bev Hornsby (1996,
Souvenir Press) which can be used with children under five.
The games are in a series of structured stages, are multi-sensory
and aim to foster language development and other pre-reading
skills such as visual and auditory perception and discrimination,
fine motor control, spatial relationships, knowledge of colour,
number and directions.
-
Brain Gym ¨ – a series of exercises developed by
Dennison and Hargrove (1986) (Educational Kinesthetics, Glendale,
Calif.) from which an individual programme can be devised for
the child relating to the assessment. Many of these exercises
include activities which involve crossing the mid-line, such
as writing a figure eight in the air or cross-crawling and skip-a-cross,
in which hands and legs sway from side to side. The aim is to
achieve some form of body balance so that information can flow
freely and be processed readily. This programme has been widely
and successfully implemented in the school setting.
-
Developmental Exercise Programme – an assessment and
intervention programme developed by Blythe and Goddard-Blythe
for assessing the presence of primitive reflexes, and a series
of exercises designed to control the primitive reflexes and
release the postural reflexes. See Blythe, P and Goddard, S.
(2000) Neuro-physiological assessment test battery and Goddard-Blythe,
S. (1996) Developmental Exercise Programme (Institute for Neuro-Physiological
Psychology, 4 Stanley Place, Chester).
-
Blythe found that 85% of those children who have specific learning
difficulties that do not respond to various classroom intervention
strategies have a cluster of aberrant reflexes. He argues that
as long as these reflexes remain undetected and uncorrected,
the educational problems will persist. These reflexes should
only be present in the very young baby and would become redundant
after about six months of life. But if these reflexes continued
to be present after that time, Blythe argues, the development
of the mature postural reflexes is restricted and this will
adversely affect writing, reading, spelling, copying, maths,
attention and concentration.
-
Dyslexia, Dyspraxia, Attention Disorder Treatment (DDAT) –
DDAT is the name given to the exercise-based treatment (Dore
and Rutherford, 2001) based on the cerebellar deficit theory
(Fawcett and Nicolson, 1994; Nicolson and Fawcett, 1999. This
theory implies that the cerebellum has an important function
in relation to dyslexia and other learning difficulties and
their hypothesis supported by earlier work on automaticity and
more recent work on the role of the cerebellum in language.
The treatment programme also implicates other aspects of neurological/biological
development such as the functioning of the magnocellular system,
the inhibition of primitive reflexes and fatty acid deficiencies.
Controlled studies which have sought to provide clinical evaluation
of the DDAT treatment have been implemented and reported (Reynolds,
Hambly and Nicolson (in press), although earlier reports on
improvements have not been without criticism, Wilsher (2002)
commented on the ‘placebo effect’ in this type of
treatment. While the transfer of these improvements to reading
has yet to be demonstrated, it is encouraging that physiological
and cognitive changes have been noted, and additionally it is
encouraging that the developers of the programme are utilising
data from school-based as well as clinic-based programmes in
their evaluations.
-
Dore, W. and Rutherford, R. (2001) ‘Closing the Gap’,
paper presented at the BDA 6th International Conference on Dyslexia,
York, on Dyslexia, Dyspraxia, Attention Deficit Hyperactivity
Disorder Treatment Centres (DDAT) – also see the DDAT
website (www.ddat.co.uk)
for latest research reports
-
Wilsher, C. R. (2002) ‘A miracle cure? “Tonight
with Trevor McDonald”, ITV, 21.01.02’, in Dyslexia,
8, 2, 116–17.
-
Penfriend – this software from Design Concept (30 South
Oswald Road, Edinburgh EH9 2HG; tel: 0131 668 2000) provides
an excellent word-prediction tool and also has an onscreen keyboard
specifically intended for children with dyslexia and writing
difficulties. It also provides three lexicons for different
ages, and new word lists for different topics can be created.
-
Posture Pack (from Back in Action; tel: 01628 477177; website:
www.backinaction.co.uk)
– a portable seat wedge that converts to a writing slope.
-
Read and Write Educational Supplies (Mount Pleasant, Mill Road,
Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618) supply
specialised books, computer games and pencil and paper games,
and teaching aids for dyslexic pupils, teachers and parents.
-
THRASS – The Teaching of Handwriting, Reading and Spelling
Programme, known as THRASS, can be useful as support approach
and an indivdualised programme. THRASS has many different aspects
which can be accessed by children and parents. Details of these
can be found in the comprehensive THRASS website: www.thrass.com.
THRASS involves multisensory methods and practice in pre-writing
skills such as beads threading, shape and pattern copying, tracing,
colouring in, and writing letters in sand – try to ensure
that work at home is not only with the use of pencil and paper.
Useful
addresses & websites:
Ann Arbor Publishers, PO Box 1, Belford, Northumberland NE70 7JX;
website: www.annarbor.co.uk,
provide a considerable amount of resources, most of which focus
directly on literacy skills. For example, in relation to written
expression, the Teaching Written Expression resource may be useful.
This programme offers a theoretical framework and a practical step-by-step
guide to developing sentences, constructing paragraphs, editing
and developing a ‘sense of audience’.
British Association of Occupational Therapists; College of Occupational Therapists,
website: www.cot.co.uk
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk;
website: www.bda-dyslexia.org.uk
Becta (British Educational and Technology Agency), Milburn Hill
Road, Science Park, Coventry CV4 7JJ; tel: 024 7641 6994; fax: 024
7641 1418; email: becta@becta.org.uk
Chartered Society of Physiotherapy, website: www.csp.org.uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com
– games for learning.
Desktop Publications, 54 Railway Street, Barnetby-le-wold, North
Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850, website:
www.desktoppublications.co.uk
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk – a
detailed site giving current research, newsletter, conferences and
publications, upcoming talks and lectures.
Dyslexia UK charity, website: www.dyslexia.uk.com
– a knowledge site providing information and guidance on all
topics relating to dyslexia.
Dyspraxia Foundation, 8 West Alley, Hitchin, Hertfordshire, SG5
1EG; tel: 01462 454986; website: www.dyspraxiafoundation.org.uk
Handwriting Interest Group (HIG), website: www.nha-handwriting.org.uk – a charity dedicated to improving and supporting handwriting difficulties.
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London, SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk;
website: www.nasen.org.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201; website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss), website: www.patoss-dyslexia.org
Philip and Tacey, www.philipandtacey.co.uk – angled writing surfaces.
QuEST Therapies, PO Box 13281, Haddington, EH41 3YY; tel: 07793
919145;
email: admin@questtherapies.com;
website: www.questtherapies.com
– a diagnostic and referral service to identify the prominence
of auditory, visual, or movement/coordination/balance factors in
causing a child’s specific learning difficulty, as well as
the role of fatty acid deficiency.
Read and Write Educational Supplies, Mount Pleasant, Mill Road,
Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618, supply
specialised books, games and teaching aids for dyslexic pupils,
teachers and parents.
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
THRASS website: www.thrass.com
The Left-handers Club, 5 Charles Street, Worcester WR1 2AQ; website:
www.left-handersday.com
www.dyslexiaa2z.com
www.dyslexics.org.uk
– highly recommended coverage of things that can be done at
home
www.gavinreid.co.uk
– contains over 40 links and articles on dyslexia and details
of publications.
Home
support:
What
are dysgraphic difficulties?
Dysgraphia is a difficulty with handwriting, fine motor coordination,
organisation and presentation of material of written page. There
may be an accompanying spelling difficulty and lack of motivation
in relation to written expression. Dysgraphia is often linked to
dyspraxia and dyslexia – it often appears as the ‘typical
dyslexic’ who somehow reads well.
How
will this affect my child?
Your child’s handwriting and page layout will be a mess,
and spelling too may be weak. This will be discouraging, especially
when neatness is something teachers work so hard to encourage.
How
can I help?
The Teaching of Handwriting, Reading and Spelling Programme, known
as THRASS, can be useful and has many different aspects which can
be accessed by children and parents. Details of these can be found
in the comprehensive THRASS website: www.thrass.com
THRASS involves multisensory methods and practice in pre-writing
skills such as beads threading, shape and pattern copying, tracing,
colouring-in, and writing letters in sand – try to ensure
that work at home is not solely with the use of pencil and paper.
Try to encourage your child to verbalise the nature and direction
of strokes while tracing and drawing individual letters.
Try to encourage your child to repeat back key points as well as
to talk through tasks, as his/her own voice will help to direct
his/her motor movements and serve as a useful memory aid.
Your child is likely to be very disorganised. Help in every way
you can: liaise with school over books and equipment needed, etc.
Check the homework diary frequently and help your child with the
organisational aspects.
Check the schoolbag daily – but without being too controlling,
as you should be encouraging independence.
Encourage the use of a dictaphone as a personal organiser.
Encourage ‘crossing the midline’ activities –
e.g. simple juggling, even with just one ball from hand to hand.
Swimming can also be beneficial in this way.
Most sports are helpful, but ensure that this does not de-motivate
– as others may be better than him/her at sport. Participation
for pleasure rather than for competition should be encouraged.
Where
can I find out more?
Information can be obtained from the Dyspraxia Foundation, 8 West
Alley, Hitchin, Hertfordshire, SG5 1UU; tel: 01462 454 986; website:
www.dyspraxiafoundation.org.uk
Praxis Makes Perfect (published by the Dyspraxia Trust, PO Box
30, Hitchin, Herts SG5 1UU) looks at all aspects of dyspraxia, including
dysgraphic difficulties.
Developmental Dyspraxia: A Practical Manual for Parents and Professionals,
by Madeleine Portwood (2001) (Durham County Council, Educational
Psychology Service, County Hall, Durham).
Dyspraxia 5-11: A Practical Guide, by Christine McIntyre (2001)
(David Fulton Publishers), contains many ideas and strategies which
can be used in both the home and the school.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124; e-mail: enquiries@fledglings.org.uk; website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Handwriting Interest Group (HIG), website: www.handwritinginterestgroup.org.uk
– a charity dedicated to improving and supporting handwriting
difficulties.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201;
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Posture Pack (from Back in Action; tel: 01628 477177; website:
www.backinaction.co.uk)
– a portable seat wedge that converts to a writing slope.
QuEST Therapies, PO Box 13281, Haddington, EH41 3YY; tel: 07793
919145;
email: admin@questtherapies.com;
website: www.questtherapies.com
– a diagnostic and referral service to identify the prominence
of auditory, visual, or movement/coordination/balance factors in
causing a child’s specific learning difficulty, as well as
the role of fatty acid deficiency.
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
The Left-handers Club, 5 Charles Street, Worcester WR1 2AQ; website:
www.left-handersday.com
Useful websites:
www.bda-dyslexia.org.uk
www.dyslexiaa2z.com
Philip and Tacey, www.philipandtacey.co.uk – angled writing surfaces.
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