Relationship of Visual-Motor Integration and Handwriting Skills in the Children with Learning Disabilities

Abstract

Objectives Children with learning disabilities are at risk of having visual–motor integration (VMI) deficits. VMI is essential for handwriting performance. Hand writing difficulty is the most common purpose of referral to school-based therapy service. In Malaysia, there is no school based therapy service in public schools. The aims of this study were to examine the VMI and handwriting skills of children with learning disabilities and to investigate the relationship between their VMI and handwriting skills. Design This study included 6 to 12 year old 121 primary school children (95 male, 26 female) with learning disabilities (autism spectrum disorder, attention deficit hyperactive disorder, Down syndrome, intellectual disability, specific learning disability, hearing impairment, visual impairment and speech impairment) from special education classes in 4 primary schools where there is no school based therapy service. The children who could not follow the instruction for the assessment tests were excluded. Beery developmental test of VMI 5thed and Test of Handwriting skills-R were administered. Results Students obtained VMI score below average to very low were 69.4% (n=84) and average to very high were 30.5% (n=37). Students obtained visual perceptual result below average to very low were 62.0% (n=75) and average to very high were 38.0% (n=46). Seventy six percent of the students (n=92) obtained motor coordination result below average to very low and 24% (n=29) were with average to very high. The students obtained THS-R result ordinal score below average to very low were 72.8% (n=88) while average and above average were 27.3% (n=33). Correlation between VMI and THS was significant at high level (r = .760, p < 0.01). Conclusions VMI skills should be considered when the children with learning disabilities have hand writing difficulties. These study findings showed that school based therapy service is necessary in Malaysia school system for special education.