Enhancing Inclusive Education for Children with Dysgraphia: Assessing the Knowledge of Basic School Teachers in the Nkwanta South Municipality in Ghana Teachers Knowledge on Children with Dysgraphia

Abstract

Introduction: Children with learning disabilities experience difficulty in acquiring basic academic competencies, compared to those without disability and dysgraphia is not excluded. Aim: This study assesses knowledge of teachers on Children with Dysgraphia in Ghana.
Methods: The study adopted quantitative approach with sample size of 98 teachers.
Results. The study found 94% of basic school teachers possess minimal knowledge on dysgraphia. Again, of the 98 respondents, majority gave ‘cannot tell /neutral” responses on knowledge of characteristics of dysgraphia: awkward pen or pencil grip (65/98 respondents), spelling errors (74/98), difficulty getting thoughts on paper (53/98), taking longer to complete written sentence (68/98). However, respondents have good knowledge on dysgraphia children producing bad writing (89/98), unfinished words (86/98), mixture of upper- and lower-case letters (79/98), writes words or letters with irregular spacing (82/98) and writes too small or too large (56/8).
Conclusion: Few Teachers have adequate knowledge of characteristics of children with dysgraphia.
Limitations: The study would have been very interesting if the dysgraphia children were directly involved where some of the children would be asked to write sentences and a video version was taken and published with this manuscript.