‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia

Abstract

Abstract This qualitative study focused on educators’ perspectives of teaching students with dysgraphia. Dysgraphia can be referred to as a specific learning disorder (SLD) in writing and includes difficulties with handwriting, spelling, and/or composition skills. To explore the educators’ experiences, an interpretative phenomenological analysis method was implemented. This involved generating semistructured interviews and locating key concepts from these interviews, in tandem with researcher reflections. The results indicated that educators developed their self-efficacy in supporting students with dysgraphia on the job, augmented by self-guided and external searches for information about dysgraphia. The participants described their colleagues as generally unable to provide them with dysgraphia-specific knowledge due to a lack of awareness of dysgraphia within schools. Two of the three educators pursued Multisensory Structured Language training, departing the classroom to work in private tuition. Three teachers offered strategies for supporting students with dysgraphia, such as explicit, systematic, scaffolded, and repetitive instruction coupled with assistive technologies or lined paper and slant boards. The study concluded that dysgraphia-specific professional learning, coupled with collective efficacy, could proactively build teachers’ capacity and self-efficacy in supporting dysgraphia within an inclusive education context. These measures would more aptly support students with dysgraphia to reach their potential.