Helping left-handed children adapt to school expectations.

Imagine living life like you are always looking in a mirror, where everything from cutting with scissors, to tying shoes, to using a computer mouse is backwards. This is the life of a lefty. Left-handers are a neglected group because the hand they use for everyday acts is different from what the majority uses (Coren, 1992).

The life of a lefty is full of challenges. Left-handers face more than their share of difficulties in a world that is organized for right-handers (Newland, 1981). Most often, right-handers don't realize the challenges lefties face, or the accommodations that lefties have to make. These accommodations are necessary for simple actions, such as using a can opener, to more complex processes, like writing (Aldersey-Williams, 1999).

Lefties often face subtle prejudice, humiliation, and discrimination from the predominantly right-handed society. The word "left" has negative meanings in a variety of languages. For example, Coren (1992) explains that negative attitudes towards left-handers can be traced to the Anglo-Saxon word "lyft," which means "broken" or "weak." In other languages (e.g., French, German, and Russian), the words for "left" are derived from words that mean clumsy, ugly, crooked, or sinister. In addition, commonly heard phrases hold negative connotations for being left-handed; for example, "getting up on the left side of the bed" is an indication that one is grumpy, or a "left-handed compliment" is really an insult.

This negative attitude toward left-handers is also evident in many customs, traditions, and superstitions. In Japan, having a wife who is left-handed was "sufficient grounds for a divorce"; on the coast of Guinea, the natives never touch their beer mugs with their left hands, because they believe it will "poison the beverage" (Joy, 2001). In colonial America, lefties were considered to be witches and sometimes were killed as a consequence (Needleman, 2001). In Greece, sentries are placed around holy temples to make sure that people enter the holy temples with their right foot; entering with the left foot would curse the building (Joy, 2001). In areas of Africa, India, and the Middle East, people are forbidden to eat with their left hands because it is believed that the left hand is "unclean" (Coren, 1992). In superstition, when something happens on the right it means good fortune, but when something happens on the left it means misfortune (Coren, 1992). For example, your right palm itching means you will receive money, but your left palm itching means you will lose money.

An explanation of left-handedness was not seriously proposed until the 19th century. Many theories dismissed "left-handedness as the result of an accident, faulty training or some abnormality in bodily structure" (Clark, 1957, p. 3). Most theories have been refuted, such as: handedness is determined by the way a mother carries her child (if a mother carried her child in her left arm, the child would cling to the mother with the left arm, leaving the right arm free to explore the surroundings, and vice versa); or handedness is determined by fighting, as a fighter who hold s the sword in his right hand can more easily strike at the enemy's heart because the heart is located toward the left side of the body. The fallacy of these theories is revealed in statistics that show that men are more likely than women to be left-handed (Joy, 2001). Another possible theory identifies right-handedness as a dominant gene and left-handedness as a recessive gene. This theory could explain the frequency of right-handedness. A different theory suggests the absence of the right-handed gene could cause an individual to be either left- or right-handed. While the question of whether handedness is hereditary remains a mystery, Springer and Deutsch (1981) stated that "the probability of two right-handed parents having a left-handed child is 0.02, which rises to 0.17 if one parent is left-handed and 0.46 if both parents are left-handed." These figures support a hypothesis that genes play a role in determining handedness.

Regardless of customs, traditions, or heredity, the fact remains that the 10 percent of the population who are left-handed make a multitude of accommodations in daily living that go unnoticed by the remaining 90 percent who are right-handed. The accommodations of the left-handed begin early in life when children start to develop hand preference. This coincides with children entering early childhood education programs: preschool, kindergarten, and primary grades. Young left-handed children are faced not only with adjusting to the new environment of school, but also to the demands of learning new hand skills in an environment designed for the right-handed. As they learn the new skills of using scissors, a ruler, a computer mouse, plus reading and writing, left-handed children can become confused: what appears correct to them often is considered to be "backwards" by peers and teachers.

Kelly (1996) cautions teachers, when trying to support left-handers' needs in the classroom, not to draw attention to lefties, which may cause them to be self-conscious. Winslow (2001) stressed not saying that left-handed students are "clumsy" or "wrong," and suggested using sensitive language when providing directions and guidance to these students. Parks (1992) encouraged parents to create a positive atmosphere when working with left-handed children, and suggested that parents and teachers talk about adaptations that can be made in the classroom for the left-handed child.

How much assistance do lefties, in fact, receive from their teachers and parents? What are lefties' perceptions of their handedness and their thoughts on the accommodations they need to make in school? Who is there to help them along the way? The authors (one a lefty, one not) explored these questions by interviewing and surveying young left-handed children at the beginning of their schooling experience, as well as high school left-handed students completing their years of formal schooling.

Asking the Novice Lefties

One author interviewed young children in a small private school, P-8, and surveyed their teachers and parents. Since the author was seeking the response of the youngest students as they enter the schooling process, children at the preschool, kindergarten, and primary grade (1-3) levels were interviewed individually. The 10 left-handed children in this school of 125 students who were interviewed ranged in age from 4 to 8 years. During the interview, each child was asked a set of questions. The child then wrote her/his name and drew a picture.

As expected, the older children were more articulate than the younger children in answering the questions. Many responses were unanimous, however, such as showing the left hand when the interviewer asked the child which hand was preferred for writing, drawing, or using scissors.

(Isabelle, age 8)

Indicated her left hand when asked how she would use scissors to cut. Then said, "Sometimes I use my right hand, but it's mostly easier if I use my left hand."

When asked when they predominantly began to use their left hand, some of the younger children were a bit uncertain.

(Billy, 4)

"I think I maybe I was first 4 years old. I think my left or my right."

(Cara, 5)

"When I got 4. When I was 3, I didn't know yet to write my name."

(Gracie, 5)

"I don't remember the first time."

The older children said that they began to use their left hand when they were 5 or 6 years old and learning to read and write.

(Isabelle, 8)

"Not really sure. About 4. It felt more comfortable than the right hand and I realized I could write a little better with my left hand."

(Emma, 7)

Said she was 2 years old when she decided it was more comfortable to use her left hand. Said she "had a good grip." Emma also said that she was 4 years old when she used her left hand to cut with scissors: "I think I cut straighter." About writing, she said, "Well, I think I might have been 5. After I learned to read, I learned how to write those words. I didn't have very good printing because I did say I was only 5." She went on to say that it makes it easier for her to write when "I draw lines and write in between them."

(Eric, 7)

Eric did not give an age for when he began to use his left hand. "I always used my left hand for writing .... I think I started to write in preschool, to write my name. At first ... that my right hand doesn't write as good and I prefer to use my left hand."

(Isabelle, 8)

"I remember that I was starting to write and the left hand was the one that really worked for me."

With the left-hand preference established, the children were asked if their parents or teachers helped them make it easier to write or cut with scissors; they generally answered that it was their parents who had done so. For example, Michael, age 4, said, "Yes, my morn and my dad, but not my teacher." Meanwhile, Isabelle, age 8, seemed to have made the most accommodations for school expectations. She indicated that no one helps her, but that "sometimes I have my paper slanted a little bit or sometimes it's just straight" (she motioned slanting a paper toward the right side).

The final two questions addressed the child's view of being left-handed in the school environment. First, each child was asked, "If there was anything about school that could be changed to make it easier for left-handed students, what should it be?" Eric, age 7, suggested left-handed scissors, and Emma, also age 7, said, "Everyone would write with their left hand so that if someone who writes with their left hand would not feel left out." Michael, age 4, said, "Use this one" (showing his right hand). His response seemed to demonstrate that, even at an early age, lefties may believe it is easier to be right-handed in school than left-handed. Emma seemed to identify with the isolation experienced by lefties, also addressed in the literature.

Finally, each child was asked, "What would you like everyone to know about being left-handed?" Eric, age 7, replied, "Being left-handed is harder than being right because there's not much stuff for left-handers, mostly things for right hand." Eight-year-old Isabelle said, "Well, that it can be more comfortable for you and that you might be able to write better with it." These responses also show that young children recognize the additional challenges they face by being left-handed.

The Parents Get To Speak

We questioned the parents of the young children about their own handedness, considering that heredity may play a factor. Over two-thirds of the parents indicated that at least one, if not both, parents are left-handed or ambidextrous. Many recalled that their grandparents or great-grandparents were left-handed.

Although the children thought of themselves as becoming left-handed only once they began to write, most parents noticed the handedness in their child within their child's first year. They noted their child used the left hand to eat and to reach for objects. With this early recognition of their child's left-handedness, few parents found it necessary to assist their child in making adaptations to the right-handed world:

"She uses both [hands] (e.g., playing baseball, right-handed), as does her father."

"She is very skilled with crafts using both hands."

"Like myself, I let my daughter adapt to the situation in her own way."

"Never had to do anything to help her adapt."

"Haven't had to make any special adaptations."

"I have not helped her to make any adaptations."

While none of the parents found any difficulties in raising a left-handed child, some did mention making accommodations or noticing particular times when their child struggled:

"[We use] special scissors, ruler. Eric becomes very frustrated when coloring and painting. I do not encourage these activities; I do encourage him to write." "My son, I feel, is having a hard time figuring out what hand he writes with."

"Grace prefers to use her right hand if she started out that way, such as moving the mouse on the computer, and batting a ball. She does not want me to change things for her."

Most parents were not aware of any accommodations their child's teacher makes at school for left-handedness. Only two issued a response about this question:

"She allows him to use his left-handed scissors; gives him more time to finish handwriting, coloring, etc., projects."

"I'm sure they help her to turn her paper so she may print much more easily."

When asked if they would change anything about school to make it easier for their left-handed child to function, only three parents responded; one of them, a left-handed person, responded, "Right-sided desks!

Oh gosh, they are cruel things!"

Finally, parents were given an opportunity to cite what they would want early childhood educators to know about left-handed children. Their responses are insightful:

"They need more help learning to form letters/writing."

"The possibility that we [left-handers] may process information differently."

"I feel that left-handed children should not be singled-out as 'special' or 'different' because they are left-handed, due to self-esteem issues that sometimes arise."

"Do not force them to write right-handed. Accommodate for the child by allowing them to use appropriate tools for left-handedness. Do not berate the child or their writing, coloring, etc."

"Let the child do whatever is natural to them for being a 'left-handed' child."

"They often write from right to left."

The Teachers Have Their Turn

The Pre-K-3 teachers also were surveyed. This group of teachers had taught for an average of 16.2 years. During that time, an average of 10.5 of those years were spent in early childhood education, where they taught an average of 10 young left-handed children. At the time of the study, they averaged 12 students per early childhood class, with a total of 4 boys and 8 girls who were left-handed.

When the teachers were asked what they perceived as the special needs of left-handed children in the early childhood classroom, they mentioned scissors and writing utensils. One teacher noted, "I think learning to write can be more difficult." Others replied that it was important to make sure "they are guided in the right direction and encouraged to use their left hand, if this is what they feel comfortable with" and to provide "specific instructions regarding position."

Teachers were asked to relate an experience, or incident, in which they became more aware of the special needs of left-handed children in the early childhood classroom. One teacher replied, "One student got very upset when a regular pair of scissors did not work for her. I finally figured out that she was left-handed."

Teachers' responses varied when asked what they thought presented the most difficulty for left-handed children in school. The responses seemed to show a progression by grad e level/age, from discovering handedness to having adapted to school expectations.

Pre-K/K: "Deciding which hand they are most comfortable with" and [when] "writing, they cover the word as they write."

Primary: "Using scissors" and "cutting, and often, 1st graders seem to reverse their letters and numbers more." 3rd Grade: "She doesn't seem to have any difficulty with handedness."

Next, the teachers were asked about the assistance and materials they provide for their left-handed students. The predominant answer was left-hand scissors.

Pre-K/K: "Scissors for both hands, placing things in the middle of a tray so they can be picked up by either hand."

Primary: Accommodated for seating, desks, and "grippers, if needed."

3rd Grade: "Having them sit at a table to the left of their classmate."

The teachers were unanimous in stating that the parents did not express concern or request that accommodations be made for their left-handed children; however, they did notice that the children seemed to make accommodations for themselves.

Pre-K/K: Students "turn paper the right way so they can write or print easier," and they "lift their hand as they write."

Primary: "They seem to make accommodations when cutting and sitting in an area that is easier for them to write."

3rd Grade: "I am not aware of any accommodations she makes."

Both parents and teachers appear genuinely concerned and willing to offer assistance to the left-handed students. However, the handedness of the student does not appear to be a topic frequently discussed between parents and teachers. Yet parents have valuable insights to offer about their child's growth and development, and this includes handedness. While they shared meaningful suggestions through this survey, most parents were unaware of any assistance the teachers offered their children in regard to their handedness. Teachers, on the other hand, were unanimous in stating that parents did not express concern or request that accommodations be made for their left-handed children.

What Left-handed High School Students Have To Say About the Accommodations They Make in School

Having explored experiences of young left-handed students as they entered school, and the assistance they receive as they adapt to school, the authors turned their attention to those left-handed students exiting public school (i.e., high school students). The left-handed population surveyed attended a rural high school of 900 students. Participation in the study was optional. The only criterion for participation was that the student be left-handed.

A 10-item survey instrument was developed and distributed to interested participants. Of the 86 surveys distributed, 40 were returned. The students were 14-19 years old, in 9th through 12th grade. Seventy-five percent of the respondents were female.

The first item questioned which tasks respondents preferred to do, or are forced to do, using their right hand. The highest responses were:

Using a computer mouse         90 percent
Using scissors                 56 percent
Using a ruler                  50 percent
Using a can opener             50 percent

The majority of students had no preference for using such accommodations as left-handed scissors (78 percent), left-handed rulers (78 percent), and left-handed notebooks (65 percent), but just over half (53 percent) would prefer using a left-handed desk. The students were able to bring their own scissors, notebooks, and rulers from home.

While approximately two-thirds (65 percent) of the students stated that being left-handed presented problems for them at school, most of their problems stemmed from the lack of left-handed desks (57 percent) and smeared handwriting (36 percent). Thirty-eight percent of respondents said they "hook" their hand to write. The students found ingenious ways to deal with the handwriting problems, such as 1) using hand sanitizer or antibacterial gel to prevent smearing (29 percent), 2) turning paper sideways/backwards (24 percent), 3) using non-smearing pencils (12 percent), and 4) using right hand (thereby working backwards!) (6 percent).

The students were asked to recall their early experiences in school and to think of the greatest challenge they faced as young left-handed students. Fifty-two percent mentioned using scissors, 24 percent said writing was the greatest challenge, and 21 percent were most concerned about "being different." These responses reflect those of the young children interviewed for this study.

Some of the students recalled distressing early experiences:

"They [school teachers] thought I was dyslexic. I wrote letters backwards because they were teaching me to write right-handed, not left-handed. They sent me to a child psychologist and the special education department for tests."

"When doing the Pledge [of Allegiance], everyone said I was doing it wrong and I got confused."

"When we would sit in groups, all the other kids were right-handed, so my hand kept bumping into everyone's hand."

The high school students recalled receiving little help from their early childhood teachers in adjusting to school. More than 60 percent indicated that their teachers did not help them in any way, or stated that they simply did not need any help. Almost 25 percent indicated that their teachers helped them use scissors or to write, or by changing their seat or offering a left-handed desk to make them more comfortable. Others, however, had less than helpful experiences.

"They told me to do everything backwards of what they were teaching."

"I really don't think they noticed I was a left-hander."

"They helped me like I was mentally challenged; I hated it and it was never good, though."

Despite the challenges of growing up left-handed, over 80 percent of the students do not feel they have been discriminated against, and a resounding 97 percent expressed pride in being left-handed.

Discussion

In this article, left-handed students, from preschool to high school, reported on the challenges and experiences they have encountered as lefties as they entered and progressed through school. The students generally receive some help from teachers in cutting with scissors and learning to write in the early years, but the perception appears unbalanced. The teachers believe they are providing the necessary assistance; however, the younger students state they are receiving more assistance from parents, and the older students recalled little assistance from their teachers and thus had to find ways to make their own accommodations. Having access to left-handed desks remains an elusive, yet serious, concern for older students.

A concern permeating the study was educators' attitudes and understanding toward the students' left-handedness. The concern of being singled out as different is reiterated throughout this study by young children, by parents, and by high school students. The students signaled that the challenges of schooling would seem less difficult and isolating if they perceived a greater understanding of their uniqueness.

Conclusion

Although this issue of handedness may be a minor one to some, enough indications from this survey population can be found to warrant more research. Scant research is available on the accommodations that left-handed students are forced to make as they enter and progress through school. It is important for educators to be aware of, and attend to, the special needs of left-handed students. As it appears from this study, the students are making their own accommodations because others (including educators) are not there to assist them. Teachers need to understand left-handedness as a unique diversity in their classroom. To help, the authors have included tips and suggestions for working with left-handed students (see below) that teachers might consider to help children experience the joy of learning and use their favored hand to the best of their ability!

References

Aldersey-Williams, H. (1999). Left in the lurch. New Statesman, 128(4451), 34-35.

Clark, M.M. (1957). Left-handedness: Laterality characteristics and their educational implications. Warwick Square, London: University of London Press.

Coren, S. (1992). The left-hander syndrome: The causes and consequences of left-handedness. New York: The Free Press.

Coren, S. (1997). "Are you a lefty or a righty?" Current Health, 20(7), 26-29.

Joy, M. (2001). Left-handedness: Curse, blessing or anomaly of nature? Retrieved November 9, 2001, from www.geocities.com/mollyjoyful/lefthand.html

Kelly, E. B. (1996). Left-handed students: A forgotten minority. Bloomington, IN: Phi Delta Kappa.

Needlman, R. (2001). Questions about handedness. Retrieved November 9, 2001, from www.pvpusd.k12.ca.us/ teachweb/hadleyb/workscited.htm

Newland, A. G. (1981). Differences between left and right-handers on a measure of creativity. Perceptual and Motor Skills, 53, 787-792.

Parks, P. L. (1992). From a parent: Not left out. Essence, 23(6), 116.

Springer, S., & Deutsch, G. (1981). Left brain, right brain. San Francisco: W. H. Freeman and Company.

Winslow, B. (2001). I'm not clumsy--I'm left-handed. Teaching PreK-8, 32(2), 60.

Twelve Tips and Suggestions for Working With Left-Handed Students

1. Above all, be understanding and empathic, but not sympathetic. (It is not a negative situation.)

2. Be sensitive to not single out the left-handed student.

3. Be sensitive to not label the left-handed student as "clumsy," "awkward," or "wrong."

4. Keep in mind that a natural progression is from the center of the body outward; so, a natural progression for a right-hander is from left to right; for a left-hander, it is from right to left.

5. Allow left-handed students to sit at the left end of a table or group, allowing enough elbow room to prevent them from bumping into right-handed students.

6. Provide the classroom with:

* left-handed rulers

* left-handed scissors

* left-handed notebooks

* left-handed desks

* non-smudge pencils

* antibacterial gel

7. Place materials in the center of a table to allow for equitable access for both left- and right-handers.

8. Speak to left-handed students individually, letting them realize that you understand their uniqueness, and ask if you can assist them with accommodations (e.g., asking whether a student prefers a left-handed desk).

9. Give left-handed students enough time to finish writing, drawing, or reading tasks.

10. Be sensitive to the left-hander's uniqueness; however, do not treat left-handedness as if it were a disability.

11. Speak to the parents of younger left-handed students to inquire about accommodations that would help their children feel more comfortable in school.

12. When handing a writing implement to a young child, allow the child to choose which hand to use to hold it.

Enjoy the lefties in your classroom! They're a distinctive group!

2006 International Focus Issue Call for Papers

Changes in Policy and Practice: A Global View

The 2006 International Focus Issue of Childhood Education will focus on changes in policy and practice. As world events occur and social or political change takes place within a nation or a region, changes in educational policy and practice usually follow. The guest editor is seeking articles that look at what brings about change, how new policies and practices are put into place, and what makes them different from past practices and policies. The issue, as a whole, will show how changes around the world may be either interrelated or isolated. Some changes take place because nations borrow ideas from one another. How and why nations consider the adaptation of policies and practices from another nation will be explored. Other changes occur because of political or social forces or as a result of local leadership. Whatever the impetus for change, the similarities and differences in educational movements will be considered from a global view. Authors from outside the United States are encouraged to submit articles that describe what policies or practices were in place, the impetus for change, and how the change came about, followed by an overview of the current practice. Articles may describe the cycle of change at the local or national level and may focus on recent changes in curriculum or teaching practices or any aspect of policy, including changes in laws and regulations that affect education.

Submit articles by April 30, 2005. Authors or co-authors should be non-U.S, natives. Send four copies of manuscripts to 2006 International Focus Issue, ACEI, 17904 Georgia Ave., Ste. 215, Olney, MD 20832. For more information from the guest editor, contact Leah Adams, Eastern Michigan University ([e-mail]; fax: [phone]). To achieve a balance of regions, nations, and topics for the issue, the editor welcomes expressions of interest in submitting a manuscript for submission. Electronic submission of a brief overview of the proposed article can be sent to [e-mail]. All completed manuscripts submitted will be peer-reviewed.

2006 Annual Theme Issue Call for Papers

Educating the Urban Child: Special Challenges-Promising Programs

The 2006 Annual Theme Issue of Childhood Education will focus on special challenges in educating urban children from birth through early adolescence and explore promising programs that address those challenges.

Authors wishing to contribute to this volume are encouraged to submit articles that address theme-related issues such as: academic achievement and social/emotional wellbeing of urban students; students and families in crises and poverty; teacher selection/quality teacher retention in urban schools; partnerships among universities/colleges and urban schools; drop-out rates/high student mobility; inner-city leadership; urban school reforms; and educational aspirations of urban parents and families.

To be considered, submissions must focus on the education of urban children between infancy through middle school and must integrate theory, research, policies, programs, and practices. Authors from outside of the United States are also encouraged to submit manuscripts.

Submission deadline is March 1, 2005. Please send three copies of the completed manuscripts to 2006 Annual Theme Issue, ACEI, 17904 Georgia Avenue, Ste. 215, Olney, MD 20832. Electronic versions of the manuscripts will also be accepted (Microsoft Word or rich text format). Preferred length is 2-5 journal pages (1,5003,500 words).

For more information from the Guest Editor, please contact Judit Szente, King Urban Life Center, Buffalo, NY (716 891-7912 or [e-mail]).

Gloria Tansits Wenze is Assistant Professor, Education Department, University of Scranton, Scranton, Pennsylvania. Nicole Wenze is student, University of Scranton, Scranton, Pennsylvania.