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Dysgraphia: When It’s More Than Messy Handwriting

Melissa H-K

As an educational therapist, one of the many misunderstood learning differences that I encounter in students is dysgraphia. Dysgraphia is a neurological disorder that affects a person’s ability to express themselves in writing. It’s a common learning disability that affects between 5% and 20% of the population (according to researchers at the Cleveland Clinic) , and it’s more commonly diagnosed in boys than girls.

Dysgraphia can manifest in a variety of ways, including difficulty with letter formation, poor spelling, messy or cramped handwriting, and slow writing speed. It may be difficult for children to color inside the lines, write neatly on lined paper, form legible numbers, and/or line up mathematical work accurately. These difficulties can make it challenging for students to take notes, complete written assignments, and communicate their ideas effectively in written form. It can also have a strong negative effect on their self-image as writers, even at a very young age.

The first step in addressing dysgraphia is to properly identify it. Unfortunately, dysgraphia is often misdiagnosed or overlooked, because teachers and parents may mistake difficulties with handwriting or spelling as laziness or lack of effort. However, it’s important to understand that dysgraphia is a neurological disorder, and students with dysgraphia are not lazy or unmotivated.

Once dysgraphia has been properly identified, the next step is to develop an individualized education plan (IEP) or 504 plan for the student, and to set up a regular way to communicate with teachers and other student support team members. This plan should include accommodations and strategies that will help the student succeed in the classroom and with homework. Accommodations might include the use of assistive technology, such as speech-to-text software, a keyboard, or an audio recording device; or the use of a scribe or note-taker during class. Strategies may include teaching the student to break down writing tasks into smaller, manageable steps, providing extra time for written assignments, and typing assignments or marking them up as PDFs.

In addition to accommodations and strategies, it’s important to address the underlying causes of dysgraphia. Dysgraphia is often associated with other learning difficulties, such as dyslexia, ADHD, or executive functioning deficits. Addressing these underlying difficulties can help alleviate some of the symptoms of dysgraphia.

One effective way to address dysgraphia is through occupational therapy. Occupational therapists can work with students to improve their hand strength and fine motor skills, such as handwriting and keyboarding. They can also teach students how to use assistive technology effectively.

Another important aspect of addressing dysgraphia is to build the student’s confidence and self-esteem. Students with dysgraphia may struggle with feelings of frustration, embarrassment, and low self-esteem. It’s important to provide positive feedback and encouragement, and to help the student focus on their strengths and successes. They also may not have an easy time seeing themselves as a writer. An important conversation to have with all students is about the many parts of writing that have nothing to do with one’s handwriting; a great novel can be dictated with voice-to-speech software just as effectively as it can be typed, and it’s been a long time since most people considered handwriting a book!

Finally, it’s important to involve parents and teachers in the process of addressing dysgraphia. This may include educating them about dysgraphia and its symptoms, and providing them with resources and strategies to help support the student. Collaboration between parents, teachers, and therapists can help ensure that the student receives the support and accommodations they need to succeed.

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