When handwriting is treated as a behavior, we punish unmet developmental needs instead of teaching missing skills. This post breaks down the neuroscience of handwriting, why “redoing work” isn’t proof of ability, and what educators can do differently.
Discover why handwriting interventions often fail students with ADHD. Learn how executive function breakdowns, not motor skills, are the real barrier, and what to do instead.
tudents with ADHD learn best from structured and explicit instruction. This post will provide the reader with evidence-based interventions that I use to support, differentiate and make explicit some of the more implicit expectations found in the common handwriting curriculum used in many classrooms today. The strategies align with educational best practices, best practices for students with ADHD, and best practices for school-based occupational therapy.