Background Specific learning disabilities are disorders that affect the processing of spoken or written language. One form of specific learning disability is dysgraphia, which affects children’s writing abilities. In Indonesia, studies examining Indonesian language writing difficulties among students with dysgraphia remain limited. In addition, teachers’ understanding of dysgraphia is still insufficient, highlighting the need for further investigation. This study aimed to describe writing difficulties experienced by students with dysgraphia in school, identify the type of dysgraphia they experience, and explore teachers’ perspectives and solutions for addressing these difficulties. Methods This study employed a qualitative design with a case study approach. Data were collected through direct classroom observation, in-depth interviews, and documentation. Data were analyzed in three stages: data condensation, data display, and conclusion drawing. Results The findings showed that students experienced difficulties in classroom writing activities, including problems with letter formation, inconsistent word spacing, and uneven writing on paper. These difficulties varied in severity across students. The findings also indicated that the presence of attention deficit hyperactivity disorder symptoms made the students’ writing difficulties more complex. Teachers recognized the challenges faced by these students and highlighted the importance of appropriate support in the learning process. Conclusions Students with dysgraphia experience significant difficulties in writing instruction, which can be further complicated by co-occurring attention and behavioral difficulties. Schools should provide inclusive educational programs and appropriate support strategies to help address the learning needs of students with dysgraphia.
Kisti et al. (Fri,) studied this question.