Dysgraphia

Start Your Journey

What is Dysgraphia?

Dysgraphia is a specific learning difficulty that affects written expression. Children with dysgraphia may struggle with spelling accuracy, grammar, punctuation, and the clarity or organisation of their writing. Children with dysgraphia may struggle with forming letters, organising their thoughts on paper, or even knowing where to start when given a writing task. These challenges can make them feel frustrated and discouraged, especially when they know what they want to say but can’t get it down on paper. Understanding this can help provide the right support to address these challenges and improve their writing skills over time.

Signs of Dysgraphia in children

 Dysgraphia can show up in different ways, but some common signs include:

  • Difficulty with forming letters or maintaining a consistent size and spacing in handwriting.
  • Frequent spelling mistakes or trouble remembering how to spell familiar words.
  • Difficulty putting thoughts into words on paper, even though they can express themselves verbally.
  • Complaints of hand pain or fatigue during writing tasks.

Contact Us

Consent(Required)
consultation room

Getting a Dysgraphia diagnosis using an Educational Psychology Assessment

Our educational psychology assessments are more than just tests—they’re about understanding your child as a whole. We evaluate their cognitive abilities, emotional well-being, and how they engage with writing tasks, all in a supportive and positive environment. It’s important to set clear expectations: when you come to us for an assessment, you are investing in understanding your child’s needs rather than automatically receiving a diagnosis. A diagnosis for dysgraphia can only be made if specific criteria are met, and we aim to provide tailored recommendations to support your child’s unique needs, regardless of whether a diagnosis is given.

 

Our approach:

  1. Initial Consultation: This involves a detailed discussion with you, the parents, to gather background information and understand your concerns and your child’s developmental history.
  2. Assessment Sessions: Your child will take part in two testing sessions, usually lasting about 2 hours each. These sessions assess different areas such as cognitive abilities, academic skills, and behavioural functioning, a dyslexia test will also be incorporated into this.
  3. Feedback Session: Once the assessment is complete, we will meet with you to discuss the results. We’ll provide a comprehensive written report, including our observations, testing results, and tailored recommendations for support.

What kind of support is available for children with dysgraphia?

Support for dysgraphia can include specialised writing programmes, one-to-one tutoring, and classroom adjustments such as extra time for written tasks, the use of technology like speech-to-text software, or typing instead of handwriting. Educational psychologists can help develop personalised support plans tailored to your child’s specific writing needs, ensuring they have the appropriate tools and strategies to succeed in school.

Frequently asked questions

Yes, with appropriate interventions, children with dysgraphia can improve their writing skills. Occupational therapy can help with fine motor skills, while educational therapy can assist in developing strategies for organising and expressing thoughts. Using technology, like typing or voice-to-text software, can also support children in producing written work more effectively.

If your child receives a diagnosis of Dysgraphia, schools can provide various accommodations, such as allowing the use of a computer for written assignments, providing note-taking assistance, or reducing the amount of writing required. Teachers can also offer alternative ways for students to demonstrate their knowledge, such as oral presentations or visual projects, to reduce the stress associated with writing.

While both are learning difficulties, dyslexia affects reading, language processing, and spelling, whereas dysgraphia impacts handwriting and the ability to organise thoughts in written form. Your child may have one or both conditions, and a thorough assessment can clarify the specific areas of difficulty.

Dysgraphia can only be diagnosed once a child has started school and has shown specific symptoms in learning settings for at least six months. Early assessment is beneficial, as it allows schools to implement targeted interventions that can help improve handwriting and written communication. A formal diagnosis can only be made after these interventions have been tried, and if they are not effective and your child’s scores remain low. This process ensures we’re providing the right support based on your child’s individual progress.

Dysgraphia is a specific learning difficulty that primarily affects handwriting, fine motor coordination, graphomotor functioning and the ability to organize thoughts in writing. ADHD (Attention Deficit Hyperactivity Disorder), is a developmental disorder that affects a person’s behaviour by causing a persistent pattern of inattention, hyperactivity and impulsivity. While they are distinct conditions, a child can have both, which may increase challenges with learning and writing tasks. Understanding these differences ensures the right support is provided.

Dysgraphia is often linked to difficulties with fine motor skills and the neurological processes involved in writing. Individuals with dysgraphia may struggle with the physical act of writing, which can manifest as poor handwriting, difficulty organising their thoughts on paper, or challenges with spelling and punctuation. This condition may relate to how the brain processes motor tasks and written language, suggesting that there may be underlying differences in brain function that affect these skills.

Research indicates that dysgraphia can arise from a combination of genetic, neurological, and environmental factors. For instance, some children may have a family history of learning difficulties, which could indicate a hereditary component. Additionally, factors such as premature birth, exposure to toxins during pregnancy, or developmental delays may contribute to the risk of dysgraphia.

While the exact cause of dysgraphia is not fully understood, early identification and tailored interventions can significantly assist with skill development. Early intervention strategies might include occupational therapy, which focuses on improving fine motor skills, as well as specialised writing instruction that accommodates the child’s unique learning needs. By implementing these strategies, parents and educators can help children with dysgraphia build confidence in their writing abilities and develop effective techniques to express their thoughts more clearly on paper. Understanding dysgraphia as a multifaceted condition is essential for creating a supportive learning environment that nurtures each child’s individual strengths and challenges.

Dysgraphia assessments are typically conducted by educational psychologists. These assessments evaluate handwriting, motor coordination, and cognitive abilities, helping to determine your child’s specific needs.

Schools often provide important background information for a dysgraphia assessment, such as samples of your child’s written work, teacher observations, and reports on progress in fine motor skills or writing tasks. This information helps professionals build a comprehensive understanding of your child’s challenges.
Working closely with your child’s school to ensure they receive appropriate accommodations, such as extra time for written tasks or access to technology like typing tools, is crucial. At home, you can help by encouraging practice in fine motor activities and creating a supportive environment for writing. Patience, understanding, and positive reinforcement will help your child feel encouraged.
Yes, dysgraphia can be diagnosed in adulthood. Many adults may have developed ways to cope with writing difficulties, but receiving a formal diagnosis can offer clarity and open the door to new strategies or accommodations, whether in education, the workplace, or daily life. It’s never too late to seek help.

Start your journey

Today

Group 2 START YOUR JOURNEY

If you or a loved one is in crisis and needs immediate help, please visit our Crisis Information page.

Marina Hilleary

December 9, 2024 No Comments

Dr Marina Hilleary is a Clinical Psychologist working in the NHS and private practice. She completed her BSc in Psychology at the University of Exeter, graduating with first-class honours and was subsequently awarded an MSc in Mental Health Studies and a Doctorate in Clinical Psychology at the Institute of Psychiatry, Psychology and Neuroscience, King’s College London.

Dr Hilleary has 9 years of clinical experience in various NHS mental health settings, her current position being on a Specialist Adolescent Team at a Community Child and Adolescent Mental Health Service (CAMHS). She has a specialist interest in working with children, young people and their families and has worked with young people presenting with a wide range of difficulties including depression, low self-esteem, anxiety (specific phobias, GAD, social anxiety, separation anxiety, panic and OCD), PTSD, behaviours that challenge and additional neurodevelopmental needs.

Dr Hilleary is experienced in carrying out comprehensive psychological assessments (including cognitive assessments) and recognises the importance of working towards a shared understanding of the presenting difficulties to enable a positive therapeutic outcome. She draws on a range of evidence-based psychological therapies and models, including Cognitive Behaviour Therapy (CBT), Dialectical Behaviour Therapy (DBT), Compassion Focused Therapy (CFT), Acceptance and Commitment Therapy (ACT) and Mindfulness-Based approaches. In addition, Dr Hilleary utilises systemic family approaches when working with young people and their families.

Dr Hilleary adopts an integrative, compassionate and person-centred approach to engage young people, building their motivation to participate in decisions around their care plan and achieve their therapeutic goals. She works creatively with her clients and, where appropriate, alongside any of their important support systems.