WRITING OF CHILDREN WITH DISABILITIES

Луција Ђорђевић, Србољуб Ђорђевић, Љиљана Митић

DOI Number
https://doi.org/10.22190/TEME200220047D
First page
Last page

Abstract


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.


Keywords

writing, dysgraphia, students with disabilities, primary school

Full Text:

PDF (Cрпски)

References


Barnhardt, C., Borsting, E., Deland, P., Pham, N., & Vu, T. (2005). Relationship between visual-motor integration and spatial organization of written language and math. Optometry & Vision Science, 82(2), 138-143.

Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M., Apel, K. (2006). Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling. Dev Neuropsychol, 29(1), 61-92.

Бојанин, С. (1985). Неуропсихологија развојног доба и општи реедукативни метод [Neuropsychology of developmental age and general reeducational method] Београд: Завод за уџбенике и наставна средства.

Blöte, A. W., & Hamstra-Bletz, L. (1991). A longitudinal study on the structure of handwriting. Percept Mot Skills, 72(3), 983-994.

Бракус, Р. (2003). Развојне дислексије и дисграфије. [Developmental dyslexia and dysgraphia] Београд: Задужбина Андрејевић.

Cornhill, H., & Case-Smith, J. (1996). Factors that relate to good and poor handwriting. American Journal of Occupational Therapy, 50(9), 732-739.

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.

Dimitrijeviç, L., & Bjelakoviç, B. (2004). Development of cardinal motor skills in the first year of life. Acta Facultatis Medicae Naissenis, 21, 253-257.

Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312-317.

Голубовић, С. (2012). Развојни језички поремећаји. [Developmental linguistic disorders] Београд: Друштво дефектолога Србије.

Голубовић, Ш., Рапаић, Д. (2008). Допринос неуромишићне зрелости квалитету извршавања графомоторних задатака. [Contribution of neuromuscular maturity to the quality of execution of graphomotor tasks] Специјална едукација и рехабилитација. Универзитет у Београду Факултет за специјалну едукацију и рехабилитацију, 122-133.

Голубовић, С., Чолић, Г. (2010). Артикулационе способности деце предшколског узраста. [Articulation skills of preschool children] Специјална едукација и рехабилитација, бр. 2, 301-315.

Huau, A., Velay, J.L., & Jover, M. (2015). Graphomotor skills in children with developmental coordination disorder (DCD): Handwriting and learning a new letter. Hum Mov Sci, 42, 318-332.

Hooper, S. R., Swartz, C. W., Montgomery, J. W., & Reed, M. S. (1993). Prevalence of writing problems across three middle school samples. School Psychology Review.

Ilanković, V., & Ilanković, N. (2001). Psihomotorni razvoj deteta. [Psychomotor development of the child] Beograd: Medicinski fakultet, Univerziteta u Beogradu.

Kaiser, M.L., Albaret, J.M., & Doudin, P.A. (2009). Relationship between visual-motor integration, eye-hand coordination, and quality of handwriting. Journal of Occupational Therapy, Schools, & Early Intervention, 2(2), 87-95.

Karlsdottir, R., & Stefansson, T. (2002). Problems in developing functional handwriting. Percept Mot Skills, 94(2), 623-662.

Kostić, Đ., Vladisavljević, S., Popović, M. (1983). Testovi za ispitivanje govora i jezika. [Speech and language tests] Beograd: Zavod za udžbenike i nastavna sredstva.

Kulp, M. T. (1999). Relationship between visual motor integration skill and academic performance in kindergarten through third grade. Optometry & Vision Science, 76(3), 159-163.

Maeland, A. F. (1992). Handwriting and perceptual-motor skills in clumsy, dysgraphic, and ‘normal’children. Percept Mot Skills, 75(3 suppl), 1207-1217.

Матановић-Мамужић, М. (1982). Тешкоће у читању u писању. [Difficulty reading in writing] Загреб: Школска Књига.

Mogasale, V. V., Patil, V. D., Patil, N. M., & Mogasale, V. (2012). Prevalence of Specific Learning Disabilities Among Primary School Children in a South Indian City. The Indian Journal of Pediatrics, 79(3), 342-347. doi: 10.1007/s12098-011-0553-3.

Longcamp, M., Anton, J.L., Roth, M., & Velay, J.L. (2003). Visual presentation of single letters activates a premotor area involved in writing. Neuroimage, 19(4), 1492-1500.

Longcamp, M., Boucard, C., Gilhodes, J.C., & Velay, J.L. (2006). Remembering the orientation of newly learned characters depends on the associated writing knowledge: A comparison between handwriting and typing. Hum Mov Sci, 25(4), 646-656.

Радоман, В. (2003). Психологија језика и језичких поремећаја. [Psychology of language and language disorders] Београд: Дефектолошки факултет.

Рапаић, Д., Николић, С., Недовић, Г. (1995). Анализа графомоторних способности код деце са церебралном парализом. [Graphomotor ability analysis in children with cerebral palsy] Дефектолошка теорија и пракса, Београд, бр. 1, 81-88.

Richards, T. L., Berninger, V. W., Stock, P., Altemeier, L., Trivedi, P., & Maravilla, K. R. (2011). Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Read Writ, 24(5), 493-516.

Schneck, C., Amundson, S., Case-Smith, J., & O’Brien, J. (2010). Prewriting and handwriting skills. Occupational therapy for children, 6, 555-580.

Smits-Engelsman, B. C., Niemeijer, A. S., & van Galen, G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Hum Mov Sci, 20(1), 161-182.

Smits-Engelsman, B. C., & Van Galen, G. P. (1997). Dysgraphia in children: Lasting psychomotor deficiency or transient developmental delay? J Exp Child Psychol, 67(2), 164-184.

Van Galen, G. P. (1991). Handwriting: Issues for a psychomotor theory. Hum Mov Sci, 10(2-3), 165-191.

Виготски, Л. С. (1983). Мишљење и говор. [Opinion and speech] Београд: Нолит.

Владисављевић, С. (1991). Дислексија u дисграфија. [Dyslexia in dysgraphia] Београд: ЗУНС.

Volman, M., van Schendel, B. M., & Jongmans, M. J. (2006). Handwriting difficulties in primary school children: A search for underlying mechanisms. American Journal of Occupational Therapy, 60(4), 451-460.

Weil, M. J., & Amundson, S. J. C. (1994). Relationship between visuomotor and handwriting skills of children in kindergarten. American Journal of Occupational Therapy, 48(11), 982-988.

Ђордић, А., Бојанин, С. (1992). Општа дефектолошка дијагностика. [General defectological diagnostics] Београд: Завод за уџбенике и наставна средства.




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

Refbacks

  • There are currently no refbacks.


Print ISSN: 0353-7919
Online ISSN: 1820-7804