This book provides the information necessary to determine which children will benefit from learning to use word-processing for a proportion, or all of their work which involves recording on paper. It gives details of how to assess the need to learn keyboarding skills, examining sensory, perceptual, motor planning and motor difficulties as well as some aspects of reading, spelling and specific handwriting problems. While the book does not address the needs of children with severe motor difficulties (who need to use complex electronic devices and switching systems) it does attempt to suggest methods by which children who are unable to demonstrate their potential with pen and paper are able to do so effectively by using a word-processer.
Children who have difficulty with handling a pen or pencil or who have problems with organising movements at a cerebral level are at a great disadvantage in school no matter what their intellectual and academic levels may be. Personal computers and electronic keyboards can revolutionise the lives of children with these types of difficulties enabling them to perform in the classroom with their peers.
However, since such equipment is costly, it is essential that an accurate assessment is made of the child's needs and abilities to ensure that appropriate equipment is chosen. It is equally important when teaching keyboarding skills to select methods and techniques which are appropriate to each child's strengths and weaknesses.
Introduction.
Children who will benefit from learning keyboarding skills.
Assessing the need for learning keyboarding skills.
Choosing the most suitable equipment.
Methods of teaching keyboarding skills.
Dorothy Penso, Senior Occupational Therapist, Child Development Centre, York District Hospital, York.
