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Dysgraphia

Physical Communication Cognitive Behavioural / Emotional

Dysgraphia affects written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Many people have poor handwriting, but dysgraphia is more serious.

Writing requires a complex set of motor and information processing skills. Not only does it require the ability to organize and express ideas in the mind. It also requires the ability to get the muscles in the hands and fingers to form those ideas, letter by letter, on paper.

Signs of Dysgraphia:

  • Generally illegible writing
  • Inconsistencies in writing, e.g. mixtures of printing and cursive writing, upper and lower case, or irregular sizes, shapes, or slant of letters
  • Unfinished words or letters, omitted words
  • Inconsistent position of letters on the page with respect to lines and margins
  • Inconsistent spaces between words and letters
  • Cramped or unusual grip of the writing instrument
  • Talking to self-whilst writing, or carefully watching the hand that is writing
  • Slow or laboured copying or writing
  • Large gap between written ideas and understanding demonstrated through speech.
  • Difficulty organising thoughts on paper

Educational psychologists use a series of tests to determine if a person has language based dysgraphia. Occupational Therapists can identify problems with mechanical based dysgraphia or apraxia. There are many ways to help a person with dysgraphia achieve success. A person with dysgraphia will benefit from help from both specialists and those who are closest to the person.


"Restoration of anatomical functions and relationships must be done within 2 months of brain injury"
Eyzyon Eisentein; Israel
"Brain development is complex and prolonged. Brain plasticity is influenced by a range of factors. Plasticity provides a base for neuro-rehab therapies and treatment"
Professor Bryan Kolb; Canada
"We would like to see earlier identification and support for children with brain injuries to help them succeed in school."
Dalton Leong; Chief Executive of the Children's Trust
"Pediatric neuro-rehabilitation cannot be delivered in isolation. The needs of the child have to be looked at both holistically and within the context of the family unit. Parents need to be empowered to be parents in post-acute pediatric neuro-rehabilitation following brain injury"
The Children's Trust; United Kingdom
"Thousands of children and young people living in the UK today without the help and support that can make a huge difference to their lives"
Dalton Leong; Chief Executive of the Children's Trust
"Strength-based family intervention after pediatric ABI is essential. Parents need to be equipped with the skills to cope and advocate for the child."
Caron Gan; Canada
"Children and young people have poor social competence post brain injury due to reduced cognition, executive functions, and emotional control. As a result they are twice as likely to have mental health issues in the future"
James Tonks; University of London
"Healthy teens are better at identifying strategies to deal with barriers. KIDS WITH ABI'S CAN'T!"
Shari Wade; USA
"NHS clinicians struggle with what intervention to priorities in pediatric neuro-rehabilitation due to limited clinical time and the complexity of needs. Children, clinicians, parents and schools all have different neuro-rehabilitation priorities"
Recolo; United Kingdom
"New parenting support intervention showed how parenting style is related to executive dysfunction in children and young people post brain injury. With support parents cope better so the child has a better recovery"
Andrea Palacio-Navarro; Spain

OUR MISSION: To work to remove (health) inequalities for children & young people affected by acquired brain injury; and provide effective support to their families that makes a real difference.

Council for Disabled Children Lottery Funded