Teachers’ perspectives on handwriting and collaborative intervention for children with Autistic Spectrum Disorder

Therese Mcnamee,Sandra Patton

doi:10.1108/ijot-12-2017-0026

Abstract

Purpose This study aims to investigate teacher perspectives on teaching handwriting to children with autistic spectrum disorder (ASD) and collaboration with occupational therapists. Design/methodology/approach A descriptive design was applied. Purpose-designed surveys were distributed to teachers of children with ASD (aged 4-12 years) in the Republic of Ireland. A response rate of 35 per cent (N = 75) was obtained, with 25 responses analysed using descriptive statistics of closed questions and content analysis of open-ended questions. Findings Of 139 children with ASD, 80 (58 per cent) were reported to have difficulties with handwriting. Teachers reported specific difficulties with pencil grasp, letter formation and task concept among the children with ASD. Fourteen (56 per cent, N = 25) respondents did not give handwriting as homework. Teachers valued occupational therapy advice, individualised programmes and ongoing consultation during implementation. Interest in occupational therapy education regarding handwriting was reported. Practical implications Occupational therapy collaboration to address handwriting difficulties for children with ASD should include involvement in teacher education, coordination of teacher–parent collaboration and the need for involvement in early intervention provision within an emergent literacy framework. Originality/value Handwriting development is challenging for children with ASD. There is limited information on teaching or teacher–occupational therapy collaborative practices to address handwriting difficulties of children with ASD.

Highlights

Handwriting is a fundamental skill required to participate in school activities enabling students to demonstrate knowledge (Case-Smith, 2002) and an important life skill required, for example, to make shopping lists and sign documents
Information was gathered about their perspectives regarding teaching handwriting to children with autistic spectrum disorder (ASD) and about their experience of occupational therapy support provided in this context
Teachers identified pencil grasp, letter formation/size and task concept as difficulties experienced by children with ASD in relation to handwriting

Summary

Introduction

Handwriting is a fundamental skill required to participate in school activities enabling students to demonstrate knowledge (Case-Smith, 2002) and an important life skill required, for example, to make shopping lists and sign documents. There is limited research on handwriting instruction for children with ASD or the nature of teacher and occupational therapy collaboration in relation to addressing their handwriting difficulties in international literature. This is despite the fact that assessment and intervention for handwriting difficulties is considered a key role for occupational therapists in practice (Asher, 2006). Given the increasing numbers of children with ASD attending mainstream schools (Parsons et al, 2009), supporting the development of the occupation of handwriting for this population is likely to become an increasing focus for occupational therapists in practice

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