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Discover the perfect toys for 1 year and 6 year-old boys at Parenting Pod. Find fun, educational, and safe gift ideas that spark creativity and keep your little once happy and engaged. Perfect for special occasions. https://parentingpod.com/activity/toys/gift-guides/

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Best Autism Spectrum Disorder - Parenting Pod

Caring for a child with Autism can be overwhelming, from supporting social and emotional growth to meeting unique needs. Parenting Pod shares expert advice from psychologists, therapists, and educators, offering practical guidance to help parents feel confident and supported.

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Exercise Benefits, Tips & Routines for a Healthy Life

Regular exercise improves strength, boosts energy, and supports mental well-being. Learn effective workout tips and routines for a healthier lifestyle.

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Eating Disorders in Children: Causes, Signs & Treatment

Learn how to identify, manage, and treat eating disorders in children. Discover causes, early signs, and expert-backed advice for parents and caregivers.

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Trusted ADHD Advice Backed by Experts | Parenting Pod

Get reliable, research-based ADHD guidance from mental health professionals. Parenting Pod helps you support your child or loved one through every stage.

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Pregnancy Guide: Symptoms, Tips & Week-by-Week Care

Discover everything about pregnancy—from early symptoms to baby growth stages. Get expert tips, health advice, and trimester-wise care guide.

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Best Cribs for Your Baby’s Safety & Comfort | Parenting Pod

Find the best cribs for your baby’s safety and comfort at Parenting Pod. Get expert advice on choosing the perfect crib for a secure and peaceful sleep.

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How to Make Your Home Safe for Kids

Make your home safer for toddlers and young children with these 8 expert tips. Learn how to childproof every room—from toxic products to baby gates, cribs, windows, and more.

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Top Strollers for Every Need | Parenting Pod

Find the best strollers for your lifestyle at Parenting Pod. From lightweight to all-terrain, discover expert reviews and tips to choose the perfect stroller for your family.

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Raising Awareness of Maternal Health Disorders | Parenting Pod

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Child Health Tips for Physical, Mental & Emotional Well-being | Parenting Pod

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Support for Postpartum Depression, Anxiety & More | Parenting Pod

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Dysgraphia Guide

Handwriting is a skill that all children must learn before they can effectively communicate their thoughts on paper. Legible handwriting is vital to a child’s success in school. For some children, however, handwriting is a monumental struggle that leaves them exhausted and frustrated and causes them to fall behind in their schoolwork.

Is your child one of these children? If yes, your child may have dysgraphia. This guide will explain what dysgraphia is, how it may affect your child’s education, and what can be done to help your child.

What is Dysgraphia and How Is It Diagnosed?

Dysgraphia is a learning disability that causes difficulty with handwriting and spelling. The Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), published by the American Psychiatric Association (2013), defines dysgraphia as a learning disability with impairment in written expression.

The manual does not include dysgraphia as a separate diagnosis, but includes it under the diagnostic criteria for Specific Learning Disability (SLD). Because of this, practitioners do not typically diagnose dysgraphia as a separate condition, but will diagnose it as a part of an SLD instead.

When an SLD is not present and a child displays symptoms of dysgraphia but no other condition, then dysgraphia may be diagnosed as a separate disorder, based on symptoms.

If you suspect that your child has dysgraphia, talk to your child’s teacher about a referral for a special education evaluation. It will be important for your child to be tested for all types of learning disorders, not just dysgraphia, in case other conditions are also present.

Your child’s teacher can assist you in obtaining a referral for a special education evaluation. Once this process is started, a school psychologist can evaluate your child for dysgraphia and any other suspected learning disorders.

Your child may also be evaluated by a special education teacher, occupational therapist, and speech and language therapist.

This process can be completed within your public-school district. If you child does not attend public school, you can talk to your child’s doctor about a referral to a licensed psychologist who specializes in evaluation of learning disorders.

The Examples of Dysgraphia in This Guide

As you are reading this guide, you will notice a few handwriting samples. These are all from assignments completed by elementary school children who have dysgraphia. All of these children also have associated conditions and all are receiving occupational therapy services to address their handwriting.

Notice the problems with spacing, letter formation and letter size and letter alignment in these samples.

Even though the writing in these samples is not what you would expect out of a 2nd or 3rd grade student, keep in mind that the children who produced these samples have worked hard on their writing and it has actually improved with intervention.

This might give you an idea of the extreme difficulty that children with dysgraphia have when they attempt handwriting.

Symptoms of Dysgraphia

Children with dysgraphia may display the following symptoms while writing:

awkward grasp on the pencil or pen

letters that are formed incorrectly

letters that are reversed, upside down, or sideways

letters and words that are poorly spaced, wither crunched together or spread out too far

mixed letter case or words written in all upper-case letters

letters that are not aligned with the writing line

poor spelling, even when common words are used

an easier time copying text than thinking of original text to write

writing sentences or paragraphs that don’t make sense

taking a long time to write a few lines of text

complaining about pain or discomfort during writing

avoidance of writing tasks

What Causes Dysgraphia?

The causes of dysgraphia are unclear, but research has provided some insight regarding why dysgraphia happens.

A study conducted with 3rd and 4th grade children in Germany (Döhla, et. al. 2018) found that children with dysgraphia displayed difficulty listening to and sounding out words, as well as difficulty with the neurological process that the eyes and the brain use to process spatial awareness.

This same study cited prior research that identified dysfunction in the cerebellum of the brain as a possible cause for the difficulty in developing the automatic language, motor and cognitive skills that are required for reading and writing.

Another study (Adi-Japha, et. al. 2007) identified a higher incidence of dysgraphia in children with ADHD, due to deficits in skills not associated with the production of language, such as impaired motor planning and increased pressure on writing tools.

Dysgraphia has also been studied in children with Developmental Coordination Disorder (DCD) (Chang & Yu, 2010). This study found that children with DCD attained automatic handwriting movements much slower than children without DCD.

While some of these studies associated dysgraphia with other conditions, dysgraphia can occur without an associated condition as well.

How Common is Dysgraphia?

Studies on the prevalence of dysgraphia in the United States are difficult to find due to the fact that dysgraphia often occurs along with other conditions. Those that do exist report that the prevalence of reading and writing disorders together ranges from 7% to 17%.

When dysgraphia is studied as a part of another disorder, prevalence becomes a bit clearer. For example, a study by Mayes, et. al. (2017) examined the prevalence of dysgraphia in over 1000 children ranging in age from 6 to 16 who were diagnosed with either autism or ADHD. The researchers found that 59% of these children had dysgraphia.

Biotteau, et. al. (2019) report that about half of all children diagnosed with DCD also have difficulty with handwriting.

Is Dysgraphia the Same as Dyslexia?

Dyslexia, a condition that impairs a person’s ability to read, and dysgraphia are separate conditions, but they do seem to be closely associated. Impairments in the ability to listen to and sound out words affect both the ability to decode and read words as well as spell words correctly, a skill required for writing.

Children with dyslexia and children with dysgraphia demonstrate some of the same deficits in auditory processing, visual processing, spatial orientation, and the ability of the brain to make motor, cognitive, and language skills automatic (Döhla, et. al., 2018).

How Do I Know It’s Not Just Bad Handwriting?

The simple answer, then, about whether your child has dysgraphia or just bad handwriting, is wait and see. When your child is young, you may not know whether or not your child’s bad handwriting is dysgraphia or just a slight lag behind normal development.

When children first learn to write, they often form letters larger or smaller than normal with incorrect form. Reversals and misalignment of letters on the writing line are common.

With the reduced amount of instructional time allowed for handwriting in public schools today, these problems with handwriting have become more widespread. However, as children get older, they acquire a couple of skills that help them improve their handwriting:

Children develop the fine motor skills necessary to efficiently manipulate writing tools. These skills are fully developed by about the age of 8.

As children learn how to read, they become more familiar with how letters and words are supposed to look. This helps children to know when they have committed errors in writing and aids their ability to fix errors. Interestingly, the reverse is also true – children’s ability to write letters correctly aids their ability to read those letters.

The result of this skill development is that handwriting steadily improves for most children until about 3rd grade, when improvement in handwriting levels off. For children with dysgraphia, however, improvements in handwriting can continue past 3rd grade because handwriting skill has not yet been acquired (Overvelde & Hulstijn, 2011).

If your child continues to display problems with handwriting that he or she cannot correct beyond age 9 or 10, dysgraphia is most likely present. You may want to have your child tested for dysgraphia at an earlier age if her handwriting seems abnormally unreadable and if handwriting tasks seem extremely difficult for her.

Is Dysgraphia Associated with Other Conditions?

While dysgraphia can occur on its own, it does frequently occur co-morbidly with other conditions. A few of these conditions have already been mentioned. Here is a list of conditions associated with dysgraphia:

Dyslexia – not the same as dysgraphia but closely associated, as mentioned above.

Specific Learning Disability – dysgraphia is often included as a part of this condition, which is usually diagnosed as a specific learning disability in written expression.

Attention Deficit Hyperactivity Disorder (ADHD) – children with ADHD frequently have dysgraphia due to their difficulty with spatial attention, working memory, and eye/hand coordination.

Autism – the visual, auditory, and tactile processing deficits associated with autism contribute to dysgraphia, which is common in children with this diagnosis.

Developmental Coordination Disorder (DCD) – decreased hand strength and poor fine motor skills lead to dysgraphia for children with DCD.

Dyspraxia – children with dyspraxia have difficulty planning actions and carrying them out due to a disorder with the transmission of movement signals between the brain and the body. This results in dysgraphia when children with dyspraxia attempt to write.

Traumatic Brain Injury (TBI) – damage to the brain can interfere with the processing and movement signals necessary for writing, resulting in dysgraphia.

Cerebral Palsy – similar to TBI, the damage that has occurred in the brain causes malformation of movement signals between the brain and body, resulting in abnormal movement patterns that interfere with the motions needed for writing. Children with cerebral may also experience some of the same visual, auditory and tactile processing deficits that children with autism experience, further interfering with writing.

Note that these conditions are all neurological in nature, emphasizing that the causes of dysgraphia are centered in the function of the brain and not the result of laziness or lack of instruction in handwriting. These last two situations can be corrected with effort, while neurological problems are usually permanent.

Will My Child Outgrow Dysgraphia? What’s the Prognosis?

Dysgraphia cannot be totally cured. Children with dysgraphia do not “outgrow” it, but can often make improvements in handwriting with intervention and practice.

The reason dysgraphia can’t be cured is that the mechanisms that cause dysgraphia usually persist into adulthood and many people continue to struggle with handwriting even after intervention.

Both children and adults with dysgraphia have to focus so hard on producing handwriting that they cannot devote brain power to what they want to say when they are writing. The overall process can be exhausting.

Children with dysgraphia should learn alternative methods of written communication in addition to handwriting so that their handwriting difficulties will not interfere with their progress in school. This is especially important as children become adolescents and adults and want to consider higher education as a part of their future plans.

Writing is required constantly in high school and college and people with dysgraphia who want their instructors to know what they are writing need to be able to produce that writing legibly and easily.

Since handwriting instruction is not the primary objective in high school and college courses, most adolescents and adults have easy access to the resources they need to produce legible writing.

Support Adapted Assignments

Work with your child’s teachers to adapt her assignments. She may need shortened spelling lists, reduced report lengths, or may need to be allowed to type assignments rather than writing them by hand. Teachers are usually willing to adjust assignments for children, especially if the skill being taught is not handwriting.

Some of these adaptations may already be in place at school, so connect with your child’s teacher to find out if any changes are in place. If you child is still expected to complete assignments in the same manner as other children, you may want to have a heart to heart with your child’s teacher.

Follow Through with Home Programs

Help your child to complete any home exercises or activities that are recommended by his occupational or speech therapists. Home programs help children to generalize underlying skills in all environments, so the more your child practices, the better his skills will be both at home and at school.

If you are available, you may want to attend one of your child’s therapy sessions so you can see what types of

this way so that you know for sure when he is completing his home exercises correctly.

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38 Activities to Help Your Child Develop Sensory Processing Skills

Sensory processing is vital to the normal development of children, because the senses are the way that children gather information about their world. If the senses don’t develop normally, then neither does the child.

This article will help you to understand the basics of sensory processing and will give you activity ideas to help your children develop their sensory processing skills.

A Brief Overview of Sensory Processing

Sensory processing is the neurological process that our brains follow to take in and interpret information from the environment.

The body uses receptors, called senses, that gather information about what is going on around our bodies and within our bodies. The following chart reviews the senses, the receptors for those senses, and what information each sense sends to the brain:

Sense

Receptor

Information

Vision

Eyes

Location, position, size, shape and color of objects, people, animals, and terrain surrounding the body.

Hearing (Auditory)

Outer and middle ear

Sounds in the environment near the body

Touch (Tactile)

Nerve endings and touch receptors in the skin

Temperature, pain, and contact between the body and things that come in contact with the body, including other people and animals.

Taste

Taste receptors on the taste buds of the tongue

Taste and texture of food.

Smell (Olfactory)

Olfactory sensory neurons located at the top of the nasal cavity inside the nose. Chemical sense – moist areas of the eyes, nose, mouth and throat.

Odors, flavor of food. Chemical sense – chemicals emitted by food or in the air (National Institute of Health, 2017).

Proprioception

Proprioceptor neurons in the muscles, tendons and joints of the body.

The body’s position in space and position of the limbs in relation to each other.

Vestibular

Inner ear

Movement of the body in relation to fixed objects, balance.

Interoception – the internal status of the body

Multiple nerve pathways throughout the body

Detects changes in the inner functions of the body.

All of the information gathered by these senses is transmitted to the brain through these neural pathways. The brain integrates, analyzes and interprets the information, then sends signals back to the body to cause the body to react appropriately.

These reactions are both conscious and unconscious, so sometimes we know what the brain is telling the body to do (like the desire to spit out food that is bitter), and sometimes we don’t (like the small corrections in sitting or standing balance that your body makes throughout the day).

Babies are born with all of these senses, but not all of the senses are fully developed at birth. In full term infants, the sense of touch is the most highly developed, while the senses related to movement, including vision, proprioception, and vestibular, are the least developed.

These senses mature and refine themselves throughout childhood and early adolescence.

When the brain has difficulty receiving and interpreting sensory information, a condition develops called sensory processing disorder, or SPD. People with SPD experience difficulty knowing how to react to what goes on around them because their brains are not interpreting sensory information correctly.

General Guidelines for Sensory Activities

Play activities that stimulate the senses can help them to develop and mature. These activities can be beneficial for all children, not just those with SPD. The above activities are designed to target each specific sense, but your child will use multiple senses while participating.

Here are a few guidelines to follow when encouraging your children to participate in sensory activities:

Sensory play is just that – play. Do not force your children to participate. Make activities available or offer them as a play option. Your children will most likely gravitate to each activity at some point, especially if their bodies are craving the type of sensory input provided by the activity.

Don’t bombard your children with sensory activities. Offer one or two at a time over the normal course of the day. These activities will not “fix” your children, but will aid in their overall sensory development.

If your child is afraid to participate in an activity, offer it in small doses. For example, if your child dislikes swinging, encourage your child to sit on the swing without it moving for a short period of time. Once your child is used to that, move the swing a little bit, and so on. Make sure your child is comfortable with the level of input the activity provides. If the input is more than they can handle, children tend to avoid those activities in the future.

Watch your children as they participate in sensory activities, especially those that stimulate the vestibular system. If your children appear to react adversely, i.e. become nauseous or more “revved up” than usual, end the activity and provide a quiet, calming activity for your child instead.

These activities are geared toward children. Once children reach adolescence, they tend to prefer sensory input in the form of activities that are more appropriate for their ages, such as sporting activities, cooking, crafts, and other tasks. Normal movement-based or hands-on activities help adolescents to “fine-tune” their sensory systems, so encourage your teenagers to participate in any of these types of activities they enjoy.

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