An inclusive approach in the management of written language disorders

Abstract

The aim of this article is to analyse the current issues on the prevention of written language disorders, with emphasis on dysgraphia in schoolchildren with intellectual disabilities, from an inclusive approach. Essential elements of this approach in the management of schoolchildren with intellectual disabilities are addressed, highlighting the importance of positively influencing their affective and volitional sphere to develop motivation and interest in writing. In addition, the basic concepts related to written language disorders are presented, especially dysgraphia, as well as its main manifestations and the necessary conditions for the successful development of the reading and writing process. The mastery and stimulation of these elements by teachers who work with students with intellectual disabilities makes possible the prevention of handwriting in the teaching-learning process, the preparation for independent adult life and greater job opportunities.