State Advances Bill to Recognize Dysgraphia in Schools
- 2 days ago
- 4 min read
What This Means for Students, Teachers, and the Future of Writing Support
Recently, the Kentucky House Primary & Secondary Education Committee advanced House Bill 389, legislation that would formally define dysgraphia in state education law and incorporate it into literacy guidance for schools.
If passed, the bill would:
Officially define dysgraphia in Kentucky education statute
Require evidence-based screening tools
Mandate annual updates to state dyslexia/dysgraphia guidance
Increase consistency in identifying and supporting students with writing difficulties
This is a SIGNIFICANT moment, not just for Kentucky, but for the broader national conversation around writing disabilities.
And as someone who has worked with students with dysgraphia for over 7 years, I can tell you: this matters deeply.
Why Formal Recognition Matters
Dysgraphia is a neurological learning disability that affects written expression. It can impact:
Handwriting legibility
Spelling
Written organization
Writing fluency
The ability to translate ideas onto paper
For years, dyslexia has (rightfully) gained legislative attention. But writing disabilities have often remained in the shadows... inconsistently defined, misunderstood, or lumped into vague categories like “written expression disorder.”
When a state formally defines dysgraphia in education law, it does three powerful things:
It validates families’ concerns
It gives schools clearer direction
It creates accountability for support
Recognition is not just symbolic; it shapes policy, training, and funding.
Why This Bill to Recognize Dysgraphia Is a Big Step Forward
House Bill 389 represents growing policy recognition that writing difficulties deserve the same attention as reading disabilities.
For decades, students who struggle with writing have been told:
“They’re lazy.”
“They just need to try harder.”
“Their ideas are good, they just rush.”
“It’s a fine motor issue. They’ll grow out of it.”
We now know that dysgraphia is not about motivation. It is about neurology.
When policy recognizes dysgraphia:
Schools are more likely to screen early
Educators are more likely to receive training
Intervention becomes proactive instead of reactive
Accommodations become normalized instead of resisted
This bill signals that writing difficulties are not secondary, they are foundational.
The Implications for Schools
Recognition is step one. Implementation is everything.
If states begin requiring evidence-based screening tools and annual updates to guidance, schools will need:
1️⃣ Universal or Tiered Screening for Writing
Most schools screen extensively for reading. Very few systematically screen for handwriting or written expression.
Without screening:
Students fall through the cracks
Struggles are blamed on effort
Intervention is delayed until upper elementary (or later if at all)
Early screening in kindergarten through second grade can identify red flags before writing avoidance, anxiety, and academic self-esteem decline.
2️⃣ Clear Dysgraphia Intervention Frameworks
Schools need structured systems that address:
Letter formation and automaticity
Fine motor and graphomotor skills
Orthographic mapping
Working memory and executive functioning
Written composition strategies
Too often, handwriting is treated as an “extra” instead of a literacy skill.
Writing is not enrichment. Writing is access.
3️⃣ Collaboration Between Teachers and Related Service Providers
Dysgraphia frequently intersects with:
Dyslexia
ADHD
Autism
Executive functioning challenges
This requires collaboration between:
Classroom teachers
Special educators
Occupational therapists
Reading specialists
School psychologists
Policy recognition creates space for multidisciplinary support, which is exactly what these students need.
The Urgent (!) Need for Teacher Education
Here is the reality: most teacher preparation programs provide minimal training in handwriting instruction and almost none in dysgraphia identification.
If states begin recognizing dysgraphia formally, teacher education programs and district professional development must evolve to include:
What dysgraphia is (and what it is not)
Early warning signs
The difference between accommodations and remediation
Evidence-based handwriting instruction
Writing fluency development
When to refer for further evaluation
Teachers are not resistant. They are under-equipped.
When we give teachers training, tools, and clear frameworks, outcomes change.
Outside Supports for Dysgraphia Will Still Be Essential
Even with strong legislation, schools cannot do it alone and changes will take time to implement.
Many districts:
Lack trained handwriting specialists
Have limited OT availability
Face high caseloads
Do not have structured writing intervention programs
This is where outside supports become critical:
Specialized tutoring
Outside occupational therapy
Dysgraphia-informed assessments
Parent education
Professional development for schools
We must build ecosystems of support... not siloed systems.
As I’ve seen through Handwriting Solutions, when families and schools work together with aligned frameworks, progress accelerates.
What This Means for Students (YAY!)
When dysgraphia is recognized and supported:
Students regain confidence
Writing avoidance decreases
Academic performance improves
Emotional resilience strengthens
Perhaps most importantly, students stop internalizing the belief that they are “bad at school.”
Writing is how students demonstrate knowledge. If writing is blocked, learning appears blocked. Removing that barrier changes everything.
A Broader National Signal to Recognize Dysgraphia
Kentucky is not alone. Across the country, states are increasingly recognizing that literacy is not just reading.
It also includes:
Spelling
Handwriting
Writing
Language processing
This legislative movement suggests that we are beginning to treat writing disabilities alongside reading disabilities, not as an afterthought.
For advocates, educators, occupational therapists, and families, this is a moment to:
Push for training
Advocate for screening
Build partnerships
Develop structured intervention systems
Policy creates opportunity. Implementation creates change.
Our Final Thoughts
House Bill 389 is more than a bill. It is a signal.
A signal that writing matters. A signal that dysgraphia deserves recognition. A signal that students struggling with dysgraphia can no longer be invisible.
The next step is ensuring that recognition translates into:
Teacher education
Evidence-based intervention
Collaborative supports
Access to remediation, not just accommodation
When we do that, we don’t just improve handwriting. We change academic trajectories.
And for the students sitting in classrooms right now, struggling silently... that change cannot come soon enough.
Want to bring dysgraphia training to your school?
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