FEATURES OF SUPPORT FOR PRIMARY SCHOOL STUDENTS WITH LEARNING DIFFICULTIES
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.29Keywords:
praxis, dysgraphia, dyspraxia, writing, coordination, motor planning, supportAbstract
The article is devoted to the study of dysgraphia, its manifestations, causes, and its impact on the development of written language in schoolchildren. The influence of etiology on the educational process is outlined, along with its interaction with other developmental difficulties, particularly dyspraxia, which complicates the acquisition of writing skills. One of the main themes is the importance of understanding dysgraphia as a complex and multifaceted disorder that is not limited to problems with written language but is often a symptom of broader difficulties in cognitive and speech development. Considerable attention is given to corrective methods aimed at facilitating the learning process for children with writing disorders. The article also discusses various strategies of corrective work, among which individualized approaches are highlighted, taking into account the characteristics and specific needs of each student. The necessity of a comprehensive approach is emphasized, including methods focused on developing motor, cognitive, and speech skills. In addition, the importance of early detection of writing disorders and the organization of an appropriate educational environment that helps children adapt to the school curriculum is underlined. The article also offers specific methods for working with children who have writing difficulties, contributing to the improvement of their academic performance. Taking into account the individual characteristics of children and applying a variety of corrective techniques make it possible to enhance the effectiveness of the educational process and help children with dysgraphia achieve success in learning.
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