| Abstrakt: |
Teachers are obligated to support students with developmental writing disorders, referred to as dysgraphia, in line with policy and legislation related to disability. Dysgraphia is a relatively unknown writing disorder within English classrooms, with an estimated 3–5% of schoolaged students bearing this hidden disability. Within the field of education, research on dysgraphia has always been limited, contributing to insufficient awareness within the teaching community. Consequently, students with dysgraphia may be required to morph into parkour-style athletes to keep pace with the writing demands of the classroom, navigating a range of obstacles. These include a lack of awareness about dysgraphia, or inadequate skills in handwriting, spelling or composition to keep pace with expectations. Students’ writing productivity may also seem at odds with their appearance of academic potential and good intellect. However, increased awareness, coupled with the implementation of reasonable adjustments, can better support students with dysgraphia to make learning gains in the classroom. [ABSTRACT FROM AUTHOR] |
