Affiliation:
1. University of the Witwatersrand, South Africa
Abstract
The purpose of this chapter is to gain an understanding of dysgraphia and how it relates to specific learning disorders in school-aged children. A conceptual framework is adopted, with dysgraphia as defined in the DSM-V. Dysgraphia is a neurological disorder which influences a learner's ability to express themselves through writing. Furthermore, the chapter explores written language in typically developing learners so that parents and educators can understand how to mediate, when writing difficulties are identified. Scholastic demands increase in higher grades and the learner is expected to produce written outputs with greater cognitive demands. Thus, learners may experience a combination of cognitive and motor difficulties that affect their writing. Early identification of dysgraphia is essential for the application of appropriate assessment and intervention strategies. As writing is a tool for thinking, it should support the scholastic performance of a learner with dysgraphia. These intervention models will influence curriculum, policy, and the dignity of the learner.
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