Despite their attendance at regular schools, writing difficulty affects children with high functioning autism, according to a study at the University of Haifa.
“The typical process of handwriting performance among children with high-functioning autism is unique, but while the education system addresses reading skills, it pays almost no attention to handwriting skills,” said Prof. Sara Rosenblum, the study’s author.
The education system needs to consider the format of tasks, and the types of tasks given to students on the spectrum when they are integrated into regular classrooms.
People with high functioning autism experience social, sensory, and movement difficulties. This makes the process of acquiring handwriting skills more difficult. The problem is also compounded by a lack of teacher training in the field, and less frequent availability of help for skill development and assistance in handwriting.
The task of writing accounts for 30 to 60 percent of daily activity time in classrooms.