A fourth-grade student with dysgraphia is facing more complex writing tasks. Which strategy should the school social worker suggest?

• A. Allow Shauna to type or dictate her written assignments so that she can practice her handwriting
• B. Immediately refer Shauna for special education services because she will not be able to succeed with the more complex 4th grade
• C. Require Shauna to hand write all assignments and monitor her progress
• D. Allow Shauna to type all of her assignments to avoid handwriting practice

Answer: (A)

When a student has dysgraphia, the aim is to keep the student engaged with grade‑level content while reducing barriers from writing difficulties. Allowing Shauna to type or dictate her assignments lowers the fine motor load and lets her demonstrate understanding and knowledge without being blocked by handwriting. At the same time, she can receive targeted handwriting practice separately or through integrated supports, so the skill can improve over time rather than being sidelined. This approach aligns with providing appropriate accommodations within the classroom to maintain access to the curriculum.

Requiring all work to be handwritten ignores the disability and can heighten frustration and barriers to learning. Jumping to special education services too quickly may be unnecessary if accommodations can address the current needs, and typing everything to avoid handwriting eliminates opportunities to practice and strengthen handwriting skills.