Exploration of Handwriting Issues among Specific Learning Disorder Children in Primary School in Malaysia from Teachers' Perspectives

Muhammad Azwan Azri; Rofiza Aboo Bakar; Muhammad Radhi Rahimi Abu Bakar

doi:10.21834/e-bpj.v10iSI35.7486

Authors

Muhammad Azwan Azri Centre for Occupational Therapy Studies, Faculty of Health Sciences, Universiti Teknologi MARA, Pulau Pinang Branch, Bertam Campus, Kepala Batas, Pulau Pinang, Malaysia
Rofiza Aboo Bakar Academy of Language Studies, Universiti Teknologi MARA, Pulau Pinang Branch, Permatang Pauh Campus, Permatang Pauh, Pulau Pinang, Malaysia
Muhammad Radhi Rahimi Abu Bakar Centre for Occupational Therapy Studies, Faculty of Health Sciences, Universiti Teknologi MARA, Pulau Pinang Branch, Bertam Campus, Kepala Batas, Pulau Pinang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI35.7486

Keywords:

Handwriting, Specific learning disorder, Primary school children, Occupational therapy

Abstract

Handwriting is vital for academic success, yet many children with specific learning disorders struggle with it. This study examined handwriting challenges in Malaysian primary schools through teachers’ lived experiences. Using a phenomenological design, seven teachers from a special education program in Pulau Pinang were interviewed. Thematic analysis highlighted three subthemes: students’ handwriting difficulties, lack of parental support at home, and the impact of these challenges on learning. Findings emphasise the need for tailored interventions and stronger home-school collaboration to improve handwriting outcomes and promote educational inclusion for children with specific learning disorders.

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