It's the 'Generic School System That Is Expected on All the Kids': Dysgraphia through the Lens of Australian Mothers
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| Title: | It's the 'Generic School System That Is Expected on All the Kids': Dysgraphia through the Lens of Australian Mothers |
|---|---|
| Language: | English |
| Authors: | Elvira Kalenjuk (ORCID |
| Source: | International Journal of Disability, Development and Education. 2026 73(1):45-69. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Writing Difficulties, Neurological Impairments, Learning Disabilities, Handwriting, Students with Disabilities, Mother Attitudes, Comorbidity, Inclusion, Phenomenology, Behavior Problems, Emotional Response |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1034912X.2024.2361287 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | Qualitative research was undertaken to explore the parental experiences of developmental dysgraphia, or specific learning disorder in written expression, through semi-structured interviews to elicit in-depth accounts. Using a phenomenological methodology, five mothers of school-aged children (aged 10-12 diagnosed with dysgraphia) were recruited. The results indicated that children with dysgraphia were enveloped by both protections and vulnerabilities at the individual, family, and community (school) levels. Mothers described their children with a range of writing difficulties, comorbidities, and heightened emotional and behavioural responses at home and school. This placed substantial pressure on parents, particularly mothers, to circumvent challenges. Parents found navigating school communications largely cumbersome with teachers having little or no knowledge of dysgraphia in many instances. The outcomes suggest there may be an ineffective transference of inclusion policies within classrooms. Further research may be warranted to gain an educator's perspective to better understand the success and challenges of supporting children with writing disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504317 |
| Database: | ERIC |
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| Abstract: | Qualitative research was undertaken to explore the parental experiences of developmental dysgraphia, or specific learning disorder in written expression, through semi-structured interviews to elicit in-depth accounts. Using a phenomenological methodology, five mothers of school-aged children (aged 10-12 diagnosed with dysgraphia) were recruited. The results indicated that children with dysgraphia were enveloped by both protections and vulnerabilities at the individual, family, and community (school) levels. Mothers described their children with a range of writing difficulties, comorbidities, and heightened emotional and behavioural responses at home and school. This placed substantial pressure on parents, particularly mothers, to circumvent challenges. Parents found navigating school communications largely cumbersome with teachers having little or no knowledge of dysgraphia in many instances. The outcomes suggest there may be an ineffective transference of inclusion policies within classrooms. Further research may be warranted to gain an educator's perspective to better understand the success and challenges of supporting children with writing disabilities. |
|---|---|
| ISSN: | 1034-912X 1465-346X |
| DOI: | 10.1080/1034912X.2024.2361287 |
