Evidence-based research shows that practicing handwriting using structured therapeutic instruction is the most effective method of improving handwriting. Therapists work with students one-on-one to build handwriting skills and then provide strategies for the teacher to support the student carrying over those skills into the classroom.

The written word has multiple components that students must learn to effectively participate in the classroom.

Components for legible handwriting include letter formation and letter sizing, line awareness, spacing and accurate copying skills. AIU Occupational Therapists (OTs) evaluate these components to determine a student's areas of need to support them to participate in their educational program. 

Just as the English language has its phonetic complexities, the written word has the added dimension of physical outputs in the form of letter formation, keeping an orderly string of text and spacing, among other components. Some of the strategies used can be pencil grips to support grasp, highlighted lined paper and supports for spacing between words.

Then there’s speed.

“Some children try to write quickly and they need to learn to slow down and pace themselves,” says Mary Grassi, Supervisor of Occupational and Physical Therapy at the AIU. “We're not looking for perfection with [a student’s] letter formation or writing their letters just like in a book,” she added. “We want them to be able to write so that it is readable.”

Occupational therapists with the AIU use programs with proven effectiveness, including Handwriting Without Tears® and the Size Matters® handwriting program, among others. These programs often focus on the sizing of letters, the relative height of “tall” letters (such as h, d, and k) and differences between uppercase and lowercase letters, and much more.

In some cases, students may be unable to reach a point of legibility. The AIU’s OTs understand and meet every student where they are to provide the best adapted support. They include low-tech and high-tech adaptations such as adapted paper, use of keyboards via iPads or Chromebooks and supportive software to produce written communication. 

“The main purpose is for them to participate successfully in their education,” Grassi said.