Dysgraphia
Dysgraphia, also known as impairment of written expression in the DSM-V, falls under the umbrella of specific learning difficulties, or differences.
It is categorised by difficulties with the physical aspect of handwriting and spatial components. It presents as a difficulty converting letter sounds to writing, impacted by memory processing, despite sufficient learning opportunities to consolidate. Reduced memory processing hinders the process of writing letters.
It is important to note that Dysgraphia is separate from Developmental Coordination Disorder. Handwriting difficulties as a result of motor coordination difficulties are more likely due to Developmental Coordination Disorder.
Dysgraphia may present as:
- Illegible handwriting – 25% illegible words or more
- Difficulty with letter formation
- Difficulty with spelling
- Inconsistent spacing of letters and alignment to the baseline
- Using a mix of upper- and lower-case letters and/or cursive and printed script
- Difficulty with written syntax or grammar that is not evident orally
- Difficulty with converting and organising ideas into written work
- Reduced spatial planning on the page
- Incomplete letters and sentences
- Slow writing pace
- A tight pencil/pen grip resulting in hand fatigue and an awkward seated posture
- Avoidance of written tasks
How is it diagnosed?
Our school is underpinned by our pioneering Centre.
There is no single test for Dysgraphia and an educational psychologist will assess and make the final diagnosis. They may request an occupational therapist’s input to identify if motor coordination difficulties or DCD may be contributing to the handwriting difficulties. A battery of assessments will be used and will investigate fine motor skills, spatial perception, writing ability, expression and memory. Various theories divide dysgraphia into subtypes, namely: motor dysgraphia, spatial dysgraphia and language-based dysgraphia.
Intervention for dysgraphia is multifaceted, occupational therapy input will support with developing fine motor skills, letter formation, visual motor integration, pencil grip and hand muscle strength and use of assistive technology. Accommodations and adjustments in the classroom will also form part of intervention as well as specialist teaching, when the student has other diagnoses such as Dyslexia.
Further information and reading:
https://dyslexiaida.org/understanding-dysgraphia/
https://pmc.ncbi.nlm.nih.gov/articles/PMC7082241/
https://www.cuh.nhs.uk/our-people/neurodiversity-at-cuh/other-less-common-types-of-neurodiversity/