Write start reflection description

Writestart reflection description

Throughthe ages, carrying out assignments by hand has been and remains amajor practice in almost all first-grade students and elementaryschools (Case-Smith et al., 2014). Handwriting in many instances hasan influence on writing, reading, critical thinking, and the languageat large. However, in recent time handwriting instructions hasgreatly declined due to technological advancement. Thus, not allstudents are provided with enough training for this introductoryskill. This lack of proper training in handwriting subsequently leadsto deprived-quality handwriting, which affects the perceptions of theteacher of their writing, hence low grades.

Ideasin the presentation

Thereare two main ideas that are evident in write start presentation andthey have certain influences on an individual’s practice as afuture occupational therapy professional. One of the ideas is basedon co-teaching, which is basically carried out by teachers andoccupational therapists, whereby they have come up with a well-madehandwriting program that is aimed at preventing handwriting problemsas well as promoting fluency in writing to all first-grade students(Case-Smith et al., 2014). This idea is influential to a futureoccupational therapist professional in the sense that he or she willbe able to offer evidence-based training and tailored interventionsthat are able to meet the various demands of first-grade pupils.

Thesecond idea or theme in write start presentation is the intervention.This idea entails training, small groups practice, self-evaluation,and reinforcing handwriting basics. It further aims at modeling onletter construction through oral and illustrative cues for letterformation. Equally, it is geared towards providing frequent andinstant feedback at the time of handwriting practice, which is notlimited to correction of errors and self-evaluation. This ideaparticularly influences a future occupational therapist professionalsuch a practitioner is able to check and monitor the students’receptiveness as well as adjust intervention strategies to improveefficiency.

Relatingoccupational therapist and teacher co-teaching handwriting model

Occupationaltherapist and teacher co-teaching handwriting model is essentiallyhandwriting and writing developed program that is co-taught byoccupational therapists and teachers. As such they tenderwell-tailored instructions with classroom-embedded personalizedsupports that are aimed at encouraging writing fluency in first-gradestudents of all aptitude levels.

Thismodel uses both group teaching and class teaching techniques that putemphasis on students` participation. The model also encourages apractice that is often reinforced by the teacher or therapistcriticism. More often the co-teaching team targets low-performing andat-risk students by giving regular feedback, emphasizing onself-evaluation, and making or enhancing the process of peer modelingfor students.

Benefitsand feasibility of using this model

Thereare benefits and feasibility accrued to using this type of model. Forinstance, the co-teaching team is made up of professionals thatinclude the first-grade teacher, occupational therapist, andintervention specialist (Case-Smith et al., 2014). This is beneficialin the sense that all these members are specialists with experiencein their own field hence, there are high chances of delivering thebest.

Secondly,this model is beneficial since it enables the co-teaching team toprovide evidence-based instruction and personalized interventions tomeet the varied needs of first-grade students. Equally, the teacherand the occupational therapist supervise the students’ progress andgive supervision as well as strategies to improve their efficiency.The model also reviews the student progress.


Inconclusion, it is authentic to say that write starts offers andpromotes a firm foundation for handwriting and writing fluency. This,in turn, prepares students for the writing demands that arise beyondfirst-grade. Hence, it is essential to invest in this program ofwrite start in order avoid handwriting troubles that mostly come outwhen writing burden increase.


Case-Smith,J., Weaver, L., &amp Holland, T. (2014). Effects of aclassroom-embedded occupational therapist–teacher handwritingprogram for first-grade students. AmericanJournal of Occupational Therapy,68, 690–698. http://dx.doi.org/10.5014/ajot.2014.011585