A THEORETICAL FRAMEWORK FOR LEVERAGING ASSISTIVE TECHNOLOGIES IN DYSGRAPHIA REMEDIATION LEARNING

Abstract

Dysgraphia is a learning difference that impairs students' capacity to produce legible
and coherent written language and poses significant obstacles for their academic and
personal growth. With the advent of Assistive Technologies (AT), however, new
possibilities emerge for individuals with this learning disability to accomplish tasks that
were previously difficult or unfeasible. AT tools target challenges pertaining to writing,
spelling, and organizing ideas on paper or digital platforms. Nonetheless, the absence of
a comprehensive theoretical framework impedes the systematic incorporation of AT into
dysgraphia remediation practices. This paper, therefore, advances a theoretical
framework intended to assist educators, researchers, and practitioners in the efficacious
utilization of assistive technologies (AT) for the remediation of dysgraphia. This
framework examines key components, such as assessment, technology selection,
instructional strategies, and evaluation, to establish a coherent approach for dysgraphia
remediation. By adhering to this framework, stakeholders of education can cooperate to
assess, select, integrate, and evaluate AT solutions customized to individual needs.
Ultimately, this approach will enable students with dysgraphia, promote autonomy and
enhance their academic and personal development.