Suchergebnisse

AbstractChildren have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adversely impacting the children's identity development. The study highlights the value of using art to communicate children's perceptions, aligned with inclusive practices. The insights shared offers caregivers, educators, and others scope to develop affirmative writing practices.