Dysgraphia, a neurological condition that impairs writing abilities, affects an individual's capacity to express thoughts on paper and organise written work.
A lack of research means that we do not know exactly how many students might be affect, although it has been estimated that up to 10% of children are affected by disabilities like dysgraphia, dyslexia, dyscalculia, and dyspraxia (Richard & Serrurier, 2020).
Recognising and understanding dysgraphia is crucial in providing the appropriate support to students in the classroom.
This article will explore the key features of dysgraphia, its impact on students, and practical interventions to foster academic success.
Key features of dysgraphia
Understanding the signs of dysgraphia can help educators identify students who may require additional support. The following are common features of dysgraphia:
- Illegible handwriting: Inconsistent letter sizes, irregular spacing, and poorly formed letters make it difficult to read a student's handwriting.
- Spelling difficulties: Students with dysgraphia often make frequent spelling errors and rely on phonetic spelling.
- Poor organisation: Struggles with organising thoughts can lead to disjointed or incomplete written work.
- Slow writing: Copying information, taking notes, and completing written assignments may take an excessive amount of time.
- Difficulty expressing ideas: Despite often possessing strong verbal skills, students with dysgraphia may find it challenging to communicate their thoughts effectively in writing.
Impact of dysgraphia on students
Dysgraphia can considerably affect various aspects of a student's life, both academically and emotionally:
- Academic struggles: Students often experience difficulties in subjects that require extensive writing or note-taking. This may result in lower grades, decreased self-confidence, and an increased risk of falling behind their peers.
- Low self-esteem: The frustration and embarrassment associated with their writing abilities can contribute to a negative self-image. This may hinder their willingness to participate in class activities or engage in social interactions.
- Anxiety and stress: The pressure to perform well academically and keep up with peers can lead to feelings of anxiety and stress. Students may become overwhelmed by the effort required to complete writing tasks, affecting their mental health and overall wellbeing.
- Social challenges: Difficulties with written communication can affect a student's ability to connect with their peers, particularly in digital communication contexts, such as social media or messaging platforms. This can contribute to feelings of isolation or exclusion.
- Limited career choices: If left unaddressed, dysgraphia may limit a student's career options in the future. Professions that involve extensive writing or written documentation may seem less accessible, potentially affecting their long-term goals and aspirations.
By understanding these challenges, educators can better support students with dysgraphia and create an inclusive learning environment.
Strategies to support students with dysgraphia
Educators and parents can adopt the following strategies to create an inclusive learning environment for students with dysgraphia:
- Assistive technology: Introducing typing or speech-to-text software can alleviate handwriting difficulties, enabling students to express their ideas more effectively. These tools can help level the playing field for students, allowing them to demonstrate their knowledge without the barrier of handwriting.
- Writing aids: Offering pencil grips, slanted surfaces, or specialised paper can improve handwriting legibility and comfort. These aids can reduce the physical strain associated with writing, making it more manageable for students.
- Break-down writing tasks: Simplifying writing assignments by breaking them into smaller, manageable steps can reduce overwhelm and promote task completion. By making the process more approachable, students are better equipped to tackle writing assignments with confidence.
- Graphic organisers: Encouraging the use of graphic organisers can help students structure their ideas before writing. This visual approach can make the writing process more accessible, allowing students to focus on the content rather than the structure of their work.
- Extra time: Allowing extra time for written assignments or exams can alleviate pressure and promote academic success. This accommodation ensures that students are given the necessary time to process and complete tasks effectively.
- Alternative assessment methods: Offering options such as oral presentations or digital projects as alternatives to written assessments can help students demonstrate their knowledge. By providing a variety of assessment methods, educators can ensure that students are evaluated fairly and accurately.
- Fine motor skill development: Incorporating activities that promote hand-eye coordination and fine motor skills can support students. Strengthening these skills can contribute to improvements in handwriting and overall writing abilities.
- Positive reinforcement: Celebrating progress, effort, and perseverance in writing tasks can boost self-esteem and motivation. By acknowledging a student's hard work and improvement, educators can foster a growth mindset and encourage continued progress.
- Collaboration with therapists: Working with occupational therapists or special education professionals can facilitate the development of individualised strategies and interventions. This collaborative approach ensures that students with dysgraphia receive targeted support tailored to their needs.
- Raise awareness: Educating teachers and peers about dysgraphia can promote understanding and empathy. Increased awareness can lead to more inclusive classroom environments and improved social interactions for students.
Recognising the challenges faced by students with dysgraphia and implementing tailored strategies can significantly improve their academic and emotional experiences.
Creating a dysgraphia-friendly classroom environment
These strategies benefit all students while making a significant difference for students with dysgraphia, including those who have not been formally identified:
- Minimise copying: Instead of having students copy from the board or hand-outs, provide digital or printed materials with the necessary information. This reduces the demand for extensive handwriting, allowing students to focus on content rather than transcription. By doing so, students can engage more effectively with the material, reducing the potential for frustration and improving overall comprehension.
- Prioritise content over handwriting: Rather than focusing on the neatness of handwriting, assess and emphasise the quality of ideas and the student's understanding of the subject matter. Mark work based on content rather than handwriting to encourage students to focus on developing their critical thinking and analytical skills.
- Model organisational skills: Teach students how to use outlines, bullet points, and other organisational tools to structure their writing. Provide examples and practice opportunities to help students develop these skills. By demonstrating effective organisational techniques, educators can empower students to better structure their thoughts and improve the coherence of their writing.
- Encourage self-advocacy: Create an open and supportive environment where students feel comfortable discussing their challenges and advocating for appropriate accommodations. Empowering students to communicate their needs can foster a sense of ownership over their learning and help them develop essential self-advocacy skills.
Final thoughts
By fostering empathy, collaboration, and an inclusive learning environment, educators can empower students with dysgraphia to achieve their full potential and thrive academically.
- Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety, and depression. Follow her on X @PookyH and visit www.pookyknightsmith.com. Find her previous articles and podcast/webinar appearances for SecEd via www.sec-ed.co.uk/authors/dr-pooky-knightsmith
Further information and resources
For more information and resources about dysgraphia, educators and parents should consider the following organisations/resources. These resources provide a wealth of information on dysgraphia, including diagnostic criteria, coping strategies, and support options.
- Dysgraphia Help: https://dysgraphiahelp.co.uk
- British Dyslexia Association: www.bdadyslexia.org.uk
- Dysgraphia & Writing Difficulties: www.dysgraphia.org.uk
- National Handwriting Association: www.nha-handwriting.org.uk
- Dyspraxia UK: https://dyspraxiauk.com
Reference
- Richard & Serrurier: Dyslexia and Dysgraphia prediction: A new machine learning approach, Cornell University, 2020: https://arxiv.org/pdf/2005.06401