Луција Ђорђевић, Србољуб Ђорђевић, Љиљана Митић

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The paper presents the results of a study aimed at examining writing of students with disabilities of primary school age. The sample consisted of 58 students with disabilities of primary school age. The obtained results show that a large number of subjects (24 or 41,4%) did not score a single point on Dysgraphic Prediction Test, while only 21 subjects (36,2%) successfully completed the test (M = 7,98, SD = 7,062). Also, the obtained results show that the highest number of respondents (39 or 67,2%) did not score a single point on Lilian Lirsa test, while only 10 respondents or 17,2% successfully completed the test (M = 1,60, SD = 2,46). Using the Scale for Assessment of Dysgraphic Forms in handwriting, we found that out of 22 written samples, 9 students (41%) have a well-developed handwriting, 8 (36%) have an ugly handwriting, 3 (14%) respondents have dysgraphic handwriting, while 2 (9%) respondents have a pronounced dysgraphic handwriting. If we add 36 (62%) sample students who could not write the appropriate text on the basis of which the handwriting sample was taken, then the picture of the presence of problems with writing and dysgraphia becomes clearer. Teaching students with disabilities, according to the obtained results, imperatively imposes the need to respect the developmental characteristics of this population of students and individualization of the initial teaching of writing, as well as significant changes in standards and outcomes of achievements required under the regular curriculum. However, effective work with this student population also entails the need to adopt special curricula intended for teaching in schools for students with disabilities.Teaching students with disabilities, according to the results obtained, imperatively imposes the need to respect the developmental characteristics of this population of students and individualization of the initial teaching of writing. This involves major changes to the standards and outcomes of achievements required by the regular curriculum and the development of an IOP for each student with more complex individualized contents to support the child in order to adopt writing. However, effective work with this student population also entails the need to adopt special curricula intended for teaching in schools for students with disabilities.


writing, dysgraphia, students with disabilities, primary school

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DOI: https://doi.org/10.22190//TEME200220047D


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