Title: Identification And Management Strategies Of Pupils With Dsygraphia In Regular Classroom In Moro Local Government, Kwara State.
Authors: Esther Oluwatimileyin OGUNFEYITIMI And Anuoluwapo Josephine OLABANJI
Volume: 10
Issue: 8
Pages: 29-39
Publication Date: 2026/08/28
Abstract:
Dysgraphia is a learning disability that affects pupils' handwriting, spelling, and written expression, often resulting in poor academic performance and reduced classroom participation. This study investigated the identification and management strategies of pupils with dysgraphia in regular classrooms in Moro Local Government Area, Kwara State. Specifically, the study examined the strategies used by teachers to identify pupils with dysgraphia, the management strategies utilized for these pupils, and the influence of gender and teachers' level of education on the identification and management of pupils with dysgraphia. A descriptive survey research design was adopted for the study. The population comprised teachers in regular primary schools in Moro Local Government Area, Kwara State, while a sample of one hundred (100) teachers was selected using a stratified random sampling technique. A researcher-developed questionnaire titled Questionnaire on Identification and Management Strategies of Pupils with Dysgraphia (QIMSPD) was used for data collection. The instrument was validated by experts in Special Education and Educational Measurement and Evaluation, while its reliability was established through a pilot study. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses at the 0.05 level of significance. The findings revealed that pupils who frequently erased or rewrote letters and those who had difficulty forming letters correctly were the major indicators used by teachers to identify dysgraphia. The study also revealed that individualized support and breaking writing tasks into smaller manageable steps were the major management strategies utilized for pupils with dysgraphia. Furthermore, there was a significant difference in both the identification and management of pupils with dysgraphia based on gender, while no significant difference was found based on teachers' level of education. The study concluded that early identification and the use of appropriate instructional strategies are essential for supporting pupils with dysgraphia in regular classrooms. It was therefore recommended that teachers receive regular training on the identification and management of dysgraphia and that schools provide appropriate instructional materials and support services to enhance learning outcomes for pupils with dysgraphia.