Abstract:
Method: This was a descriptive, cross-sectional, and relationship study. 126 MR students (53 girls and 73 boys) ranging from 9 to 19 years old (13.23±2.17) from two exceptional children schools in shahr-e-rey participated in this study. A handwriting checklist made by the researcher was executed on all students. Data were analyzed by U-Mann whitney, one-way ANOVA, and Spearman rank correlation. Results: The test showed there isn’t a significant relationship between handwriting and laterality (p=0/196), sex (p=0/487) and age (p=0/449). There is a significant relationship between handwriting and grade (r=0/448, p Conclusion: The frequency of handwriting difficulties in MR students showed that the necessity of professional attention in exceptional schools.
Machine summary:
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Objective: The main purpose of this study is to produce an instrument for handwriting evaluation and to execute it on mentally retarded (MR) students.
Key words: handwriting evaluation; mentally retarded (MR) student; legibility components Introduction Some children can paint, but they are unable to write legibly and consistently, in spite of repeat- ed admonitions.
Tseng and chow (2000) com- pared 34 slow hand-writers with 35 students with normal handwriting speed (7-11 years old).
To record student’s handwrit- ing legibility and speed, a text was prepared with the first to fifth grades teachers as the research assistants.
If student’s handwriting in comparison with performance of other students was normal, the score would be 2, if the text was more rich/faint, with regard to severity of richness/faintness the score would be zero or 1.
181 Table 3 shows the difference between scores of handwriting items in two gender.
Their scores in handwriting checklist doesn’t differ from other MR students.
This study showed that mean scores of handwriting in left- handed students doesn’t differ from that of right- handed students.
However in this research it was seen student,s handwriting is improving during grades consistently, but there is not significant difference between grades.
This controversy is because of the study of Marr & Cermak evaluated the handwrit- ing consistency from preschool to first grade only, but in this research all grades were considered.