A Systematic Review of the Effectiveness of Interventions to Improve Handwriting and Spelling in Children with Specific Learning Disabilities

Potential Role of Occupational Therapist Intervention in Elementary School for Children with Additional Support Needs: A Systematic Review

“…Firstly, Stauter et al [ 19 ] employed The Evaluation Guidelines for Rating the Quality of an Intervention Study [ 20 ] and the Oxford levels of evidence [ 21 ] for their analysis. Secondly, Bray et al [ 22 ] conducted their analysis using Downs et al [ 23 ] and Ebell et al [ 24 ]. Lastly, Fancher et al [ 25 ] followed the PRISMA guidelines [ 26 ] and incorporated the American Academy for Cerebral Palsy and Developmental Medicine (AACPDM) in their study [ 27 ].…”

“…One common intervention applied in SLD, specifically in Down Syndrome, is Handwriting Without Tears [ 43 , 44 ], which distinguishes the importance of having an occupational therapist in the intervention due to the scarce training of teachers in handwriting to children with SLD. It is shared and complements the vision of an unconventional approach, more individualized intervention, and includes the occupational therapist as part of the professional team in charge of using occupational participation and commitment to strengthen children’s ability to make them succeed in reading [ 22 , 32 ].…”

Understanding dysgraphia

“…Occupational therapy should also focus on proper gripping of the pencil and posture, which are both key factors in handwriting 18. In particular, posture while sitting should entail both feet on the ground with equally weighted distribution to keep hips even, shoulders back and relaxed, and a flexed core 19. All of these everyday activities need to be incorporated throughout daily living to help individuals cope with dysgraphia.…”

A scoping review on the relationship between robotics in educational contexts and e-health

“…The educational contexts assume a strategic role in some processes of early detection of possible signs of difficulty and in the subsequent implementation of didactic and methodological strategies to be flanked by possible rehabilitation and reinforcement paths (Berninger et al, 2013;Cornoldi et al, 2018;Bray et al, 2021). This close relationship can make it possible not only to act on aspects and situations that are already present in the various educational contexts but also to prevent experiences of failure and frustration concerning the school environment, the emergence of critical issues related both to relationships with the peer group and to the emotional and motivational sphere of the subjects (Sannicandro, 2013(Sannicandro, , 2017: "Fully embracing the concept of inclusion in education, when it runs against deeply held and divisive views on issues such as disability, ethnicity, religion or sexuality, requires teachers to become agents of change and overcome social biases and prejudices" (UNESCO Global Education Monitoring Report, 2021, p. 25).…”