this post was submitted on 16 Feb 2026
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Which is why we practice it. Why we teach it.
My son is 12, ADHD (&others) and in special education. His first semester in middle school last year, he smashed his Chromebook, on purpose, to break it. Hes now only allowed to use a computer for state testing. Luckily, he is in small classrooms with the IEP so nearly all his work is on paper. I refuse to sign the permissionfor computer use and the teachers agree and haven't faught me on it at all.
He recently told me he didn't know what barbaric meant. Annoyed, realizing we lost the pocket dictionary some time ago, I went to the bookstore and got the best dictionary they had. I also, saw this:
So I grabbed it. There are lessons and quizzes in it teaching root word definitions. We've done a couple lessons now. I have him take notes, writing the word and the definition in his own words, unless it a short definition, then it's easy. But then, he can use those notes to take the quiz. Ive done this so he can learn to note take. It will only take a few open note quizes to realize the importance of reading them back, and structuring your notes in a way that are useful. It's all practice, and it needs to start early. My son's handwriting is shit, absolute garbage. But he's been writing everything at school since fall of '24, and there has been improvement in spelling, legibility and vocabulary, exponentially in the last couple years.
The whole point of writing is to convey a message. If ones writing isn't legible, it is lost, and this needs to be understood by students. They can adapt to their needs.
I have ADHD also, I worked very hard at my schoolwork, I wasn't diagnosed until far after I left school. I used short form I made up myself, and just got better at writing main ideas down. The schools.. Are so dumbed down today, even in gen ed. These (middle school) teachers are not giving hour lectures expecting these kids to take proper notes. But,that doesn't mean kids can't get better with practice.
My son's writing is garbage, so I have him write more. Being bad at something isn't an excuse to give up. Being he is in special edu, and I can't goddamn go to work (I'm so ready to go back to work omg) I spend a lot of energy stuffing as much education I can into him at home in support of the teachers' efforts.
If an artist is bad a drawing hands, they could, in theory, never draw a hand in their work. OR, they can draw all the goddamn hands until they are satisfied and learned how to do it comfortably. Idk. "They can't write fast and legibly" is just not an excuse for the average student IMO, because notetaking is a skill that is learned.
Other conditions exist. I have auditory processing disorder and one part of it is an involuntary disabling of my audio processing when my brain is trying to focus on something, particularly anything else to do with language like note-taking. My ears will "hear" but my brain won't.
It wasn't completely debilitating, but it made certain kinds of classes inordinately difficult for me. Discussion based classes were a nightmare for me, and no amount of practice could change how my brain works. So instead I pursued STEM where the notes are math and I could work ahead and tune in if I got stuck.
That being said, handwritten notes are still definitely the way to go in math!
Same!!! I have the auditory thingy and dyslexia, so writing (words, not math) was hell on earth for me for most of highschool. Getting to use a laptop in 11th and 12th grade was a godsent.
But in 10th grade I actually did something that mostly solved my hatred of handwriting: I taught myself calligraphy and whole-arm-writing. Now I love handwriting, don't have pain doing it anymore, people compliment my writing, etc.
Though I still can't listen to stuff while writing 🤷 luckily I was able to use a laptop in lectures (philosophy is very notes heavy), and after college it becomes irrelevant, thank god.
Damn that sounds rough. I've got some dyslexic family members and I can't imagine combining their struggles with auditory processing disorder.
Nah, I managed surprisingly well. In third grade I did really intense dyslexic-specific tutoring (9h a week), and it helped massively. I actually ended up scoring the highest reading comprehension score in my random regional school's class in 5th grade, I think because of it. There were struggles, but nothing I couldn't live without. One of my best friends was trans (not publicly back then, ofc), and trust me their school experience was far, far more difficult. I just felt some camaraderie, finding someone else with a audio processing disorder; I didn't mean to fish for sympathy or anything like that.
Yeah, our struggles definitely pale in comparison to marginalized groups. And no worries! I didn't think you were, I just know how much my brother-in-law struggled with dyslexia, though he didn't have a very supportive family so he didn't even get diagnosed until he was an adult.
They think my nephew is showing early signs of it too, but hopefully his experience will be closer to yours since he'll get support early on.
Auditory processing disorder is such a weird one. In a lot of contexts I actually like it, it's like having earmuffs without wearing anything. I just wish I could turn it on and off intentionally. Sometimes I need it because the unfiltered background noise is too much but it won't turn on. Sometimes I'm trying to take in audio and don't realize it's turned on and I missed a bunch.
I've also realized that I actually read lips a lot to compensate for background noise, so I've been trying to hone that skill more intentionally. Another thing that's maybe a benefit of the disorder.