Training Future Educators and Speech-Language Pathologists to Identify Indicators of Specific Learning Disabilities in Reading (dyslexia) and Writing (dysgraphia) within Handwriting Samples

Abstract

Approximately 37% of children within the US school system receive special education services for specific learning disabilities (US Department of Education, 2021). Unfortunately, children with SLDs in reading and writing are often diagnosed late in their educational careers (Chung et al., 2020, Nolen et al., 1990; Tannock, 2015) in part due to the fact that curriculum in pre-professional training programs for early educators and SLPs specific to SLDs in reading and writing (i.e., dyslexia and dysgraphia) may not occur or be too minimal (Blood et al., 2010; Green et al., 2019; Nolen et al., 1990). Findings from this study revealed that there continues to be a need to address preprofessional SLPs knowledge, skills, and confidence regarding the identification of indicators within writing samples related to SLDs in reading and writing. Participation in explicit training can increase preprofessional students’ skills, knowledge, and confidence in the identification of SLDs. Preprofessional SLPs that will serve children with SLDs in reading and/or writing can apply the knowledge from this training by using the indicator list from the training. Knowledge and skills learned in this training can lead to improved referrals and interprofessional collaboration. This can yield improved student outcomes.