Ethics code: IR.USWR.REC.1401.2905
1- Department of Occupational Therapy, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, kodakyar Ave., daneshjo Blvd.,Evin Post code: : 1985713871
2- Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. ,mhedayati89@yahoo.com
3- Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, kodakyar Ave., daneshjo Blvd.,Evin Post code: : 1985713871
4- Department of Speech Therapy, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, kodakyar Ave., daneshjo Blvd.,Evin Post code: : 1985713871
2- Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. ,
3- Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, kodakyar Ave., daneshjo Blvd.,Evin Post code: : 1985713871
4- Department of Speech Therapy, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, kodakyar Ave., daneshjo Blvd.,Evin Post code: : 1985713871
Abstract: (9 Views)
Writing is a foundational skill for learning and social participation and accounts for a substantial proportion of children’s academic activities. Specific learning disorder with impairment in written expression (dysgraphia) is one of the most common neurodevelopmental disorders, affecting an estimated 10–30% of children worldwide (1). Dysgraphia can lead to academic underachievement, reduced self-esteem, and secondary economic and social costs. In Iran, a recent meta-analysis (2025) estimates its prevalence among elementary-school students at approximately 3.4% (95% CI: 2.4%–4.7%) (2). The absence of standardized screening results in delayed identification and elevated long-term costs.
This policy brief recommends that, following completion of Iranian psychometric validation, the child version of the Handwriting Proficiency Screening Questionnaire (HPSQ-C) be piloted for early screening in the second half of Grade 1 and throughout Grade 2 in selected primary schools. Implementing this pilot with brief teacher training and referral of identified cases to public occupational-therapy services represents a practical step toward educational equity and prevention of secondary complications.
This policy brief recommends that, following completion of Iranian psychometric validation, the child version of the Handwriting Proficiency Screening Questionnaire (HPSQ-C) be piloted for early screening in the second half of Grade 1 and throughout Grade 2 in selected primary schools. Implementing this pilot with brief teacher training and referral of identified cases to public occupational-therapy services represents a practical step toward educational equity and prevention of secondary complications.
Type of Study: Policy brief |
Subject:
Occupational Therapy
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This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 (CC-By-NC 4.0), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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