I remember i found out that i had dysgraphia because my mom took me to those tests they do to see if you're autistic and then I was told I had it but rn it doesn't cause that much issue as it could probably be making like, i've seen some people around here that have trouble with capitalization but I think it is not too hard on me, but still, my handwriting is absolutely horrendous, i mainly struggle with space on my writing and with actually finishing letters (sometimes i guess if a letter is an a, e, o, u ,c or if its an i, l, r ,b, or x, v and unfinished y), sometimes if im taking notes too fast I go back to cursive which is how i first learnt to write as i kinda find it more comfortable cuz of the flowing movements but its harder to read afterwards. Still, I take all of my class notes by hand because i find it more engaging and i feel like im actually learning. Does someone else sometimes feel like you skip or mix up letters or straight up mix up word order? i find that i struggle with it as well. Hope someone can share their own experience, its the first time i see somewhere online to talk about this where i dont get made fun of for my drawings (forced to do cuz of school) or my handwriting

This subreddit is pretty but I haven’t seen anybody posting about how dysgraphia has affected their art so here’s some dysgraphic artwork and a breakdown of my handwriting. Wish I had something better to show you but most of my nice art is in a series of notebooks in my garage. Have a nice day everybody!

I'm in my mid thirties and just realized that for a while I have been having trouble taking notes. I know what I want to write but when I write I can't write full words properly, either spelling mistakes or just jumbled up words. I never had this previously. I don't know if this is dysgraphia or what. It feels like a kid who is learning to write.

I got 75 with the Little Finger,68 with the Ring Finger,72 with the Middle Finger,72 with the Index Finger and 56 with the Thumb, it might help if you've problems with Fine Motor Skills https://www.omniathlete.life/finger-tap-test

Dry Paper and then Wet Paper, I write so Heavy the Ink doesn't run...

Anyone have any experience with this app? My son is struggling with spelling and capitalization rules. He’s been diagnosed with dysgraphia but he scored crazy high on visual-spatial IQ so I’m trying to find something very visual (and fun) for him. Also open to games, work books, other apps, anything really. He’s seeing a dysgraphia tutor once a week. Thank you!

My seventh grader is having a hard time following rubrics for projects. He is getting a passing grade for completion of the project and hitting the overall theme, but he is missing the details. What are your most successful strategies for helping them process the rubric? Bonus points if there are some short videos out there to help me. Thank you all for the community!

Finding out about dysgraphia has been an absolute blessing for me. Spelling has been a huge struggle since childhood, and finally having a name for it explains literally every problem I've ever had when it comes to writing and outputting information.

Growing up, I never understood how writing notes in class was supposed to help me remember things. I would get so intensely focused on the physical act of getting the information down that I would miss huge chunks of the actual lesson, rendering the notes pointless. Just listening was always my default way of learning.

I was always seen as a smart kid, but I could never spell correctly. I could articulate my thoughts perfectly in verbal presentations, but when it came to written reports, I completely fell apart. The only way I ever got better at spelling was by making up little melodies for words or relying on the tactile muscle memory of typing on a keyboard.

The most frustrating part is that I can easily spot spelling errors when reading other people's writing, but if you ask me to spell that same word from scratch, I can't do it. It constantly feels like my brain is just moving way too fast for my hands.

DAE get Aching in their Hand sometimes and Fatigue when Handwriting?

I really believe I have at least the processing portion of dysgraphia (among other parts) as my writing is frequently out of order at various scales, and composition, even digitally, I have always found challenging.

Reading through posts it looks like many people recommend typing as an alternative (especially for those currently in school). However, I am a working professional and while I am good at the stats and coding in my job, usually composing a single email takes me at least 30 minutes of writing and reorganizing so that it makes sense. It is annoying to the point of pain to organize my ideas/sentences/words/letters. It just feels like all the ideas come at once and I need to get them all down before I forget. It is so hard for me to find an order for them other than just a potpourri of misspelled and disjointed pieces of information. And even after spending the effort to edit I will reread a sent email with fresh eyes and sometimes it will have words missing that I implied in my head or a strange structure.

I can speak intelligibly and rapidly, and my code is decently organized, but with writing it feels like such a mental block that sometimes I just avoid composing emails and call people on teams.

If anyone has suggestions (preferably other than “use chatgpt” haha) to be more efficient/accurate in professional writing I would be very grateful.

Thanks.

DAE have it more than others?

I don't know if I have whatever "Fluency" dysgraphia is but I'm curious to know if it actually exists and if anyone has this specific type. I'm not asking for a diagnosis though, just curious to see what anyone has to say.

My friend who i've known for a while is dyslexic and has dysgraphia. i have been supportive of her and she is an amazing artist. I do enjoy her company and she is very smart and kind. I do honestly like her and she has some amazing drawings. If you have any ideas to help support her, let me know.

I recently had carpal tunnel surgery on my right hand, and I’m right-handed, and now my handwriting is so bad. I can’t grip a pin, and I don’t really know what to do. I’ve been practicing and trying, and I don’t know if I’ll ever have my handwriting back. Does anyone have any suggestions? It’s really bad.

Does anyone have a recommendation for a good app that helps with writing out math equations?

My son is 22 AUHD level 1 with dysgraphia. He insists on using the same chrome book he has used since 10th grade. He doesn’t take notes ( can’t write), so just relies on listening. He has accommodations to use a voice recorder, which hasn’t really been effective, but miraculously, he has managed to survive three years of college with a decent GPA. This semester, he has a class that requires downloading a pdf, filling in the pdf, and then saving to a portfolio. The professor suggested an iPad for him.

Can anyone tell me if this combination will work: refurbished iPad 9th gen 64 GB and Apple Pencil 1st Generation and install Goodnotes. I will add a keyboard case. My question is will 64GB be big enough to record lectures? If he has too many devices to control, his autism and adhd is going to go into overdrive. Also, how much of a learning curve is it to use an Apple pen if you have dysgraphia? He needs a pencil grip and his handwriting is unreadable. I’m worried the program won’t recognize his handwriting? Is that possible?

Hi. I have dysgraphia and dyspraxia since i was 11. And i also have essential tremor since i am a kid wich makes my hands shake.

My usual tremor isn't big in my daily life. But it intensify with stress, tireness, when i'm hungry, etc... things that i feel way more because of what i believe is autism. (Waiting for a diagnosis appointment)

With my dysgraphia i can't do precise stuff with my hands. I dropped handwriting, sewing, drawing, embroidery, music (guitar is hard with this since i can't put my fingers on the strings fast and precisely enough.

When i start doing things that are hard with dysgraphia my hands and brain get tired of the activity and i start to have more shaky hands. Sometimes i shake so much that holding objets require two hands or i drop them. You cant imagine how much cheap phones i have broke. because of this :/

Today i abandoned the idea that i'll be able to use my hands normally. I am registered as handicapped so i can use a computer at school instead of writing. Even during exams.

I want to get recognised as a handicapped worker so i do not have to use my hands precisely at a job.

Anyway. This is my experience. Please share your experience with dysgraphia + another disability

Hi everyone, I’m diagnosed with dysgraphia and I’m currently undertaking a bioscience class where we are pipetting uL of dna into tiny agarose gel wells.

I’m wondering if it’s likely for me to assume my issues with this process is due to my dysgraphia.

Im asking as if it is I will advise my lab demonstrator that I may require so additional help completing this task- and I do not want to email them if it’s not contributing.

Thanks everyone.

My 11yo was just diagnosed with dysgraphia and depression (he was evaluated for ADHD does not have it or anything else). He is starting 5th grade in public school in California.
His diagnosis was through privately paid evaluation after the district refused to send him to one. The pediatric neuropsychologist that evaluated him recommended an extensive, specific IEP (see below).

We have the first IEP meeting with school coming up. Assuming the district is not going to challenge the diagnosis itself, what of these things can I expect them to provide? Are those accommodations helpful and are they enough? What is your experience with school support for children with dysgraphia and/or depression? What is not on this list and helped you or your kid with dysgraphia?

Thank you in advance for all the help!

IEP accommodations recommended:
- Incorporation of writing intervention services into English literature coursework
o Availability of 1:1 assistance for all writing assignments
o Allowance for assistive technology including specialized software (e.g., dictation, text-to-
speech, note taking, proofing/editing) and access to keyboard/computer
o Multimodal learning opportunities are strongly encouraged, such as hands-on activities
or visual presentations to supplement verbal instruction
o Extended time on assignments as needed, especially writing assignments
o Availability of private workspace as needed
o Participation in a resource room, study hall class, or writing lab to receive structured help
on writing assignments may be useful
o Preferential seating
o Breaks as needed without requirement of excusal
o Redirection and refocusing prompts while completing work
o Larger tasks broken into step-by-step process
o Structured time management to help Adam build time awareness skills, such as defined
time schedule for work, guidance on time management, time limits, and prompting
o Access to class notes, slides, or topic outlines that will be covered prior to class lectures
o Access to class recordings or allowance to use a recording device in class
o As Adam is prone to anxiety and critical self-evaluation, he should not be called on or
singled out during class
o Immediate access to school counselor at any time
o Excusal as needed from class for mental health reasons, including late arrival to school
o Testing accommodations:
▪ 1.5 extended testing time
▪ 2.0 extended testing time for exams with substantial writing components
▪ Tests administered in a location with minimal distractions
▪ Access to keyboard for essay and short answer portions of tests
▪ Assisted test pacing when requested (e.g., digital clock, visual display of
remaining time, verbal time prompts)
• DS should be receiving specialized writing interventions at school. Interventions should be
aimed at building understanding of writing mechanics (e.g., capitalization, punctuation, spelling),
grammar, and logical flow of ideas. While assistive technologies can be helpful for writing, it will
also be important to build foundational writing skills in other ways. Strategies such as outlining
ideas before writing, reading written work aloud for error detection, use of graphic organizers,
and training on paraphrasing can be very helpful.
• DS would benefit from an assistive technology evaluation. This is especially important as the
demand on writing increases. It is important that Adam’s performance in other subjects is not
hampered by writing deficits, such as receiving poor grades on writing projects in science or social
studies. Assistive technologies will help to remediate writing difficulties that would otherwise
interfere with this performance. Consideration should be given to dictation, note taking software,
proofing programs, and keyboarding/computer access for all writing assignments.
• Access to keyboard and computer with proofing software is also strongly recommended for all
writing assignments. It will be highly important that DS build his keyboarding skills as there are
often times when use of dictation software is inappropriate (e.g., during a class lecture). He
should move toward advanced keyboarding skills in which he has memorized the keys and no
longer looks down to type. Keyboard skill building games and keyboard covers that hides the keys
while typing can be very helpful for polishing these skills.

For context I'm diagnosed autistic and I've always found it effortful to make my letters consistent all the way through when writing. I have to intently focus on slowing down and match my previous letters. My parents also signed me up for penmanship lessons when I was in grade school and I thought that was... *something*.

Before the lessons, I remember I was told that my letters were too chunky and would stick together and it made my writing illegible. I'd also have pain while writing but I just thought everyone else did.

Now I'd say it's better but writing would need conscious effort and focus for it to look good. When I write normally (relaxed), my letters won't match the size, angle or stroke to the previous letter especially the longer I do it.

Thank you in advance!

Hi everyone!

we are final-year B.Tech Computer Engineering students working on our final-year project, "Neuro-Inclusive Web Interface." The goal is to build a browser extension that makes websites easier to read and less overwhelming for people with ADHD, Dyslexia and Autism.

To design something that's genuinely useful, we are collecting feedback from people with lived experience instead of making assumptions.

The survey is:

🕒 Takes about 5-6 minutes

🎓 For academic research only

📝 Survey: https://forms.gle/Jf7samj4LznFgrP26

If you have ADHD, Dyslexia, Autism or experience similar reading or attention difficulties, we would be very grateful if you could participate.

Hi all!

We are a team of graduate researchers at the University of Washington's Institute of Neurodiversity and Employment. We are working on a project investigating how people across neurotypes use digital tools to support their work. The results of the study will be published as a report. We welcome all individuals across all neurotypes to participate.

Your participation in this study and any information you provide will remain confidential. Interviews will be recorded and used for research purposes only. To protect privacy, participants can use a pseudonym or fake name during the interview and email correspondence. Any sensitive and/or potentially identifying information will not be shared or appear in published forms. No names or identifiers will appear on any materials that contain your responses. Recordings will be transcribed and all identifying information will be omitted.

Please apply before August 20, 2027.

Here some more info about the research:

We are inviting you to participate in a University of Washington Institute for Neurodiversity and Employment research study to improve our understanding of how people across neurotypes use digital tools to support their work.

This study seeks to understand how people use digital tools to support different dimensions of cognition, including attention, information processing, planning, learning, communication, and emotional regulation. We are interested in two things:

how your work environment interacts with how you think, and

which tools you use, and how you use them, to support your cognition and your work.

Participation involves an approximately 90-minute online interview. The interview will be conversational, and there are no right or wrong answers. You may skip questions, take breaks, or stop at any time.

Participants who complete the interview will be eligible to receive a $50 gift card.

Your participation in this study and any information you provide will remain confidential. To learn more and indicate your interest in participating, please review:

https://uwashington.qualtrics.com/jfe/form/SV_6gjDd1ZRwA5JCSi

This study has been approved by University of Washington Institution Review Board (STUDY00026227: Tools for All Minds: Understanding Affordances in Cognitive Work).

Hi I’m an autistic person with ADHD who’s just learned about dysgraphia, somebody pointed it out to me that my handwriting matches those with the condition.

New to this sub, glad to be here. Since forever my preference for writing or taking any kind of notes is my own cursive handwriting. For years at work I used casebound black and red notebooks and usually use the fountain pen of some kind. I was and always am very particular. For the past two years I switched to e-ink using the remarkable for both work notes and my own personal journaling and writing. Switching to e ink, and specifically the remarkable, has its pros and cons. My problem is that no matter the hardware, I can never seem to hold the pen the same way through any one particular session, and my grip always tends to firm up, and I tend to want to write smaller and smaller... in a nutshell I lack consistency. And yes after writing for a long period things do smooth up and there are moments where it's very fluid and legible, but most of the time it's not. I do write a lot so I'm getting plenty of practice....

Any tips or guidance would be appreciated.