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Review

Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges

by
Nathalie Bonneton-Botté
1,
Ludovic Miramand
2,3,
Rodolphe Bailly
2,3 and
Christelle Pons
2,3,4,5,*
1
Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), University Brest (UBO), 29000 Brest, France
2
Pediatric Rehabilitation Department, Fondation Ildys, Rue Alain Colas, 29200 Brest, France
3
LaTIM (Laboratory of Medical Information Processing), INSERM UMR 1101 (Institut National de la Santé et de la Recherche Médicale, Unité Mixte de Recherche), 22 Avenue Camille Desmoulins, 29238 Brest, France
4
Department of Physical Medicine and Rehabilitation—Brest University Hospital Center, 2 Avenue Foch, 29200 Brest, France
5
UFR (Unité de Formation et de Recherche) Médecine, University Brest (UBO), 22 Avenue Camille Desmoulins, 29238 Brest, France
*
Author to whom correspondence should be addressed.
Children 2023, 10(7), 1096; https://doi.org/10.3390/children10071096
Submission received: 15 May 2023 / Revised: 16 June 2023 / Accepted: 19 June 2023 / Published: 22 June 2023
(This article belongs to the Special Issue Motor Learning of Handwriting and Developmental Dysgraphia)
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Abstract

Handwriting is a determining factor for academic success and autonomy for all children. Making knowledge accessible to all is a challenge in the context of inclusive education. Given the neurodevelopmental diversity within a classroom of children, ensuring that the handwriting of all pupils progresses is very demanding for education professionals. The development of tools that can take into account the variability of the profiles and learning abilities of children with handwriting difficulties offers a new potential for the development of specific and adapted remediation strategies. This narrative review aims to present and discuss the challenges of handwriting learning and the opportunities offered by new technologies involving AI for school and health professionals to successfully improve the handwriting skills of all children.
Keywords: handwriting; graphomotor learning; learning disabilities; digital technology; artificial intelligence; inclusive society handwriting; graphomotor learning; learning disabilities; digital technology; artificial intelligence; inclusive society

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MDPI and ACS Style

Bonneton-Botté, N.; Miramand, L.; Bailly, R.; Pons, C. Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges. Children 2023, 10, 1096. https://doi.org/10.3390/children10071096

AMA Style

Bonneton-Botté N, Miramand L, Bailly R, Pons C. Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges. Children. 2023; 10(7):1096. https://doi.org/10.3390/children10071096

Chicago/Turabian Style

Bonneton-Botté, Nathalie, Ludovic Miramand, Rodolphe Bailly, and Christelle Pons. 2023. "Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges" Children 10, no. 7: 1096. https://doi.org/10.3390/children10071096

APA Style

Bonneton-Botté, N., Miramand, L., Bailly, R., & Pons, C. (2023). Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges. Children, 10(7), 1096. https://doi.org/10.3390/children10071096

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