Dysgraphia: Abubuwan da ke haifar da cutar, Ciwon cututtuka da Jiyya

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Dysgraphia matsala ce ta ilmantarwa wacce ke shafar rubutun hannu da ƙwarewar motsa jiki mai kyau (ikon yin motsi ta hanyar aiki tare da ƙananan ƙwayoyin hannu da wuyan hannu). Duk ƙananan yara suna fuskantar matsaloli yayin koyon rubutu da haɓaka rubutun hannu. Amma idan rubutun hannunka ba shi da tabbas ko gurbatacce ne, idan ɗanka ya ƙi yin rubutu saboda ƙirƙirar wasiƙu yana jin wahala da gajiya da su - yana iya zama alamar dysgraphia ^[1] . Ana gano shi mafi yawa lokacin da yaro ya koyi rubutu, amma, dysgraphia na iya zama ba a sani ba har tsawon shekaru, musamman a cikin larura masu laushi.

Dalilin Dysgraphia

A cewar masana, yawanci cutar dysgraphia a cikin yara yawanci ana haifar da matsala tare da sanya lambar rubutun kalmomi. Wannan cuta ta jijiyoyin jiki suna shafar ƙwaƙwalwar ajiyar aiki wanda ke ba mu damar tunawa da rubutattun kalmomi har abada da yadda za mu yi amfani da hannayenmu da yatsunmu don rubuta waɗannan kalmomin. Wannan galibi yana faruwa ne tare da sauran nakasawar ilmantarwa kamar su ADHD (Ciwon Hankali-Rashin Karfi / Hyperactivity Disorder) da dyslexia a cikin yara. Raunin ƙwaƙwalwa na iya haifar da alamun dysgraphia a cikin manya.

Kwayar Cutar Dysgraphia

Rubutun hannu mara kyau da gurɓatacciyar alama ita ce mafi yawan alamun dysgraphia. Koyaya, wani lokacin yana yiwuwa a sami dysgraphia koda lokacin da ɗanka ya sami kyakkyawan rubutun hannu. A irin wannan halin, rubutu da kyau ya zama aiki mai wahala da cin lokaci ga yaranku.

Anan akwai halaye na yau da kullun na dysgraphia:

• Harafi mara kyau da tazarar kalma
• Sharewa akai-akai
• Fassara mara daidai da haruffa
• Harafi mara kyau da tazarar kalma
• Haɗin haruffa haruffa da bugawa
• Matsala wajen kwafin kalmomi
• Rubutu mai gajiyarwa
• Itabi'ar faɗar kalmomi da ƙarfi yayin rubutu
• Kalmomin rasa da haruffa daga jimloli
• Tsarin sararin samaniya mara kyau (wahala a tazarawar haruffa akan takarda ko a gefe)
• Riko riko, yana haifar da ciwon hannu ^[1]

jerin fina-finan iyali 2000

Ganewar asali na Dysgraphia

Ganewar asali na dysgraphia gabaɗaya ƙungiyar masana ce ke yin ta, ciki har da likita, malamin ilimin halayyar ɗan adam mai lasisi ko wasu ƙwararrun likitocin ƙwaƙwalwa waɗanda ke da ƙwarewa wajen ma'amala da yara masu irin wannan yanayin. Hakanan zaka iya tuntuɓar ƙwararren masanin dysgraphia wanda aka horar dashi don gano wannan nakasa.

Ganewar asali na iya haɗawa da gwajin IQ. Hakanan za'a iya kimanta alamun cutar gwargwadon aikin makaranta ko aikin ilimi. Gwaje-gwajen don dysgraphia sun haɗa da ɓangaren rubutu, kwafin jimloli ko amsa tambayoyin taƙaitaccen bayani. Hakanan suna gwada kyawawan ƙwarewar-motsa jiki, inda za'a gwada ɗanku akan ayyukan ƙwarewa da ƙwarewar motsa jiki. Kwararren yayi kokarin tantance yadda danka zai iya tsara tunani da isar da ra'ayoyi, gami da ingancin rubutun su ^[biyu] .

Jiyya na Dysgraphia

Babu wani magani na dindindin na cutar dysgraphia. Dole ne likitocin kwantar da hankali su bincika idan wata nakasa ta ilmantarwa ko yanayin kiwon lafiya ta ƙunsa. Magungunan da ake amfani dasu don magance ADHD sun taimaka tare da dysgraphia a cikin yara waɗanda ke fama da yanayin biyu. Maganin sana'a zai iya zama taimako wajen inganta ƙwarewar rubutun hannu ^[3] . Yana karfafa yara suyi ayyukan, kamar

• sanya su aikatawa don riƙe alkalami a wata sabuwar hanya, don rubutu ya ji sauƙi a gare su,
• aiki tare da samfurin yumbu,
• warware wasanin gwada ilimi-da-dige,
• zane layi tsakanin mazes, da
• gano haruffa a cikin aski cream a kan tebur.

Akwai shirye-shiryen rubuce-rubuce da yawa waɗanda ke taimaka wa yara da wannan yanayin ^[4] .

Yadda Ake Sarrafa Dysgraphia

Fiye da wahalar jiki, yara da ke fama da cutar dysgraphia suna fuskantar sanyin gwiwa da yawa wanda ke haifar da ƙarancin ra'ayi a cikinsu. Rashin iya ci gaba da ci gaban ilimi na aji yana sanya su jin rashin taimako a wasu lokuta. Baya ga farraji da jiyya na yau da kullun, sa hannun ku a matsayin iyaye na iya taimaka wa yaron ku don magance wannan halin da kyau. Ayyukan gida-gida don dysgraphia sun haɗa da

ponytail salon gyara gashi don curly gashi

• koya musu yadda ake bugawa,
• taimaka musu su gina kyakkyawar riko akan fensir ko alkalami,
• yarda da rubuta wa yaranku aikin gida ko ayyukan da aka ba ku a wasu lokuta don raba matsin lamba, da
• tunzura ɗanka ya rikodin jumla kafin ya rubuta su.

Kullum kuna iya aiki tare da makarantar makaranta da malaman makarantar ku don kawo canje-canje a rayuwar sa ta ilimi. Anan ga yadda makarantu zasu iya kawo canji:

• Sanya mai ɗaukar rubutu a cikin aji ko don bawa ɗaliban kwafin takardar bayanin malamin.
• Createirƙira madadin na aiki na rubuce-rubuce, ko maye gurbin gajeren takarda tare da taƙaitaccen darasin baka.
• Ba wa ɗalibai da ke da dysgraphia damar amfani da masaukai kamar rikon fensir, abubuwan rubutu da za'a iya gogewa, takarda tare da layuka masu tasowa da dai sauransu don taimaka musu suyi aiki akan ƙwarewar rubutun hannu.
• Bada izinin amfani da kwamfutoci duk lokacin da zai yiwu.
• Izinin yara suyi amfani da na'urar duba tsafi a duk lokacin da zai yiwu.

Bugu da ƙari, kuna buƙatar yin haƙuri kuma ku bar yaranku su saba da ilimin da sauyin yanayi, koda kuwa ci gaban yana jinkiri. Ta hanyar ƙirƙirar ƙungiyar malamai masu tallafi, abokai, 'yan uwa da masu warkarwa, zaku iya sake gina darajar kansu da ta lalace kuma taimaka musu suyi nasara cikin dogon lokaci.

1. [1]McCloskey, M., & Rapp, B. (2017). Ci gaban dysgraphia: Tsarin Mulki da tsarin bincike. Neuropsychology mai hankali, 34 (3-4), 65-82.
2. [biyu]Richards, T. L., Grabowski, T. J., Boord, P., Yagle, K., Askren, M., Mestre, Z., ning Berninger, V. (2015). Bambancin tsarin kwakwalwa game da alamomin DTI masu alaƙa da rubutu, haɗin fMRI, da haɗin haɗin DTI-fMRI a cikin yara tare da ba tare da dysgraphia ko dyslexia ba. Na asibiti, 8, 408-421.
3. [3]Engel, C., Lillie, K., Zurawski, S., & Travers, B. G. (2018). Shirye-shiryen Rubutun Hannu na Manhaja: Nazari Na Musamman Tare da Tasirin Girma. Jaridar Amurkawa kan aikin kwalliya: wallafe-wallafen rapyungiyar Kula da Lafiya ta Amurka, 72 (3), 7203205010p1-7203205010p8.
4. [4]Rosenblum S. (2018). Hulɗa tsakanin alamomin rubutun hannu da ikon sarrafawa tsakanin yara tare da cutar ci gaban rayuwa. Hanya ɗaya, 13 (4), e0196098.

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