A review of: "Take the Pencil Out of the Process" by Leslie Broun

Although many of us take the task of effectively writing on paper for granted, Leslie Broun points out that this is not so simple for those with Autism Spectrum Disorder (ADS). What is even more disheartening is that she found out that many of these children are not permitted to use keyboards while in school to help them communicate more effectively. In her article, “Taking the Pencil Out of the Process”, Broun discusses the scientific evidence associated with some students not being able to print effectively, as well as evidence that the use of a keyboard for communication is essential for many.

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To access this article, visit this site:

https://www.dropbox.com/s/4fchbmajovixmgw/asdautismhandwriting.pdf

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I have worked with many students over the course of my career that have struggled with handwriting, (either dysgraphia or dyscriptia), but this article really helped me to understand that many children will not outgrow this disability, even with practice. As a result, many students may be spending more time trying to print letters, rather than “thinking about the content and quality of his or her response” (Broun, 2009, p. 15). The more we as educators insist all students use a pen or pencil to communicate their understanding, the more students we may lose along the way. If students are using the least amount of words possible to communicate, we are probably not receiving all of what they actually know.

Broun communicated that in 1995 there was an emphasis on research that showed those with ASD were often affected by motor impairments (2009), which should further support alternative ways of communication for these students. These two impairments, as reported by Broun are “hypotonia (low muscle tone and strength) and apraxia (impairment in the ability to execute skilled movements despite having the physical ability and desire to do so) (2009, p. 15). I find it interesting that I am not familiar with these two terms and I believe that educators, in consultation with medical professionals, if needed, should be aware of the real struggle associated with writing impairments. I know it is cliché, but we would not ask a student with paralysis to run in physical education classes, so why should we be asking students with “neurological abnormalities” (p. 15) to handwrite in class?

To help avoid disruptive classroom behaviors or low academic participation derived from the stresses associated with not being able to communicate through handwriting, Broun suggests using keyboards. Although this seems like a fix to many students’ issues, Broun presented many arguments she hears against the use of computers such as fairness, cost, time to teach typing and the need for students to be able to print (2009). I think the main argument to combat the above is the need for equitable practices. Even the most gifted students have learning preferences. Educators must provide the tools needed for each student to learn. What is right for one may not be right for another, and that is reasonable.

Broun suggests that students be able to use keyboards for test taking. I have always allowed students to use keyboards for regular classwork, but not for tests. For test time, students would have the resource teacher scribe answers for them. I like the idea of providing the test on a computer for students who need it and have them type their answers there. It adds another level of independence.

Even if teachers are not trained in ASD or writing impairments, Broun offers suggestions to monitor students’ printing struggles, which can offer evidence of needing a keyboard. In this day and age, many students continue to print, even into junior high and high school. Fewer are using handwriting as a method of communication. When I look at any given university class, the vast majority of students are taking notes on their laptops, not in a scribbler. People tend to choose methods that are most efficient for them, so why not support methods that are most efficient for those with writing impairments?

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#ASD #keyboard