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Common and Assistive Technology to Support People with Specific Learning Disabilities to Access Healthcare
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Dianne Chambers, Sharon Campbell
Dysgraphia impacts on a person’s ability to acquire written language and how well the person is able to express their understanding through written mediums. Poor spelling can also be a characteristic of a person who has dysgraphia (Judd, 2012). Around 5%–20% of people are said to have some form of writing difficulty; however, it is not known how many of these would demonstrate the diagnostic criteria for dysgraphia (Phillips & Clark, 2013).
Assessment of children’s writing features: A pilot method study of pen-grip kinetics and writing surface pressure
Published in Assistive Technology, 2023
Michal Hochhauser, Michael Wagner, Nir Shvalb
Deuel (1995) proposed the most established and adopted classification of dysgraphia, classifying it into three subtypes: (1) dyslexic dysgraphia, expressed when spontaneously written text is illegible, whereas the copy of a written text is relatively preserved; (2) spatial dysgraphia, characterized by illegible writing (whether spontaneously produced or copied) due to impaired understanding of space, whereas handwriting velocity remains normal; and (3) motor dysgraphia, visible when spontaneously written or copied text is illegible, reflecting motor impairments. In this last type of dysgraphia, the handwriting velocity is atypical. A variety of motor problems cause dysgraphia. The most common is unregulated pressure during writing (Huau et al., 2015; Rosenblum & Livneh-Zirinski, 2008). In this condition, the child may find the action of writing difficult to sustain over an extended period, fatigue easily, and require frequent respites during writing. This may lead to an illegible manuscript (O’Hare & Brown, 1989).