NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072466
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Teaching Handwriting to Elementary Students with Learning Disabilities: A Problem-Solving Approach
Datchuk, Shawn
TEACHING Exceptional Children, v48 n1 p19-27 Sep-Oct 2015
Problems with handwriting can negatively impact the writing of students with learning disabilities. In this article, an example is provided of a fourth-grade special education teacher's efforts to assist a new student by using a problem-solving approach to help determine an efficient course of action for special education teachers who are trying to fit handwriting intervention into a busy schedule of instruction. A problem-solving approach (Vargas, 2013) is an iterative process that involves (1) problem identification; (2) problem analysis; (3) determination of a solution; and (4) implementation and evaluation of progress. Problem identification involves first spotting an area of difficulty for students. Problem analysis is digging deeper into the area of difficulty and identifying specific components to address. The step of determining a solution draws on research-based findings from the literature and professional wisdom to address the specific components. The implementation and evaluation step informs how well the solution has worked and what changes need to occur. After careful consideration to the specific problems shown on assessment and selection of one or more of the research-based solutions presented in this article, students may experience more success with handwriting within a well-organized, deliberate schedule of instruction.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A