Volume 8, Issue 2 (Summer 2007)                   Vol. , No. , Season & Year , Serial No. | Back to browse issues page

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Hadavandkhani F, Bahrami H, Behnia F, Farahbod M, Salehi M. Relationship between Spatial Analysis and Handwriting in Mentally-Retarded Students of Shah-e Rey (2006). jrehab. 2007; 8 (2) :63-68
URL: http://rehabilitationj.uswr.ac.ir/article-1-168-en.html
1- Department of Psychology & Education Exceptional Children, University of Welfare and Rehabilitation Sciences, Tehran, Iran. , E-mail: fhadavandkhani@yahoo.com
Abstract:   (10407 Views)

Objective: Handwriting difficulty is a common problem in mentally-retarded students. This article investigates the relationship between handwriting and spatial analysis.

Materials & Methods: One hundred and twenty six mentally- retarded students (53 girls and 73 boys) ranging from 9 to 19 years old from two exceptional children schools in Shahr-e-Rey participated in this cross – sectional and descriptive survey. A handwriting check-list made by the researcher along with the subtest of designing with cubic from Wechsler scale (WISC-R) was executed on all of the students. Data was analyzed by using Independent T-test, U-Man Witeny, Kruskal-Wallis and Spearman correlation coefficient.

Results: Correlation coefficient showed that there is a significant relationship between handwriting scores and spatial analysis scores (r=0/305, P<0/0001). Also spatial analysis has significant relationship with size of letters in relation with each other (P<0/007), with size of handwriting (P<0/0001) and with writing on the line (P<0/002).

Conclusion: In order to developing handwriting legibility of mentally- retarded students in factors: size of letters in relation with each other, size of handwriting and writing on the line, the therapists must train mentally-retarded students with spatial analysis exercises.

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Type of Study: Original | Subject: General
Received: 16/02/2008 | Accepted: 14/10/2015 | Published: 14/10/2015

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