Abstract
This qualitative research study aimed to explore the views of 12 secondary school teachers
in Gauteng regarding learners with handwriting difficulties. Dysgraphia is a neurological
disorder that affects the ability to write. It can cause difficulty with handwriting, spelling, and
grammar. Without additional support, some learners may face retentions.
The objectives were to explore the teachers’ understanding of the problem, and how they
support learners in the classroom and in assessments by using Information and
Communication Technology. The fourth objective was to make recommendations for
interventions based on the findings.
Through a qualitative case study design and purposive sampling, interviews with participants
explored the teachers’ ability to identify and support learners struggling with handwriting
difficulties such as dysgraphia and related challenges. Data was analysed using deductive
thematic analysis.
The findings showed that the teachers felt equipped to identify learners with writing
expression difficulties based on their extensive teaching experience and interaction with the
learners. The school's small class sizes, and personalised attention were beneficial. The
participants supported learners with handwriting difficulties ICT and assistive software to
alleviate the impact of illegible handwriting. This aided learners and teachers in classrooms.
However, regulations and limited training in technology currently limit the use of assistive
technology and in assessments.
Keywords: Assistive technology, dysgraphia, handwriting difficulties, inclusive education,
Information and Communication Technology, secondary school teachers, support.