Dysgraphy and Functional Rehabilitation

Abstract

Learning to write requires a good functional, motor, intellectual and levelaffective and presupposes the knowledge and appropriate use of language.A complex of skills that the subject does not always possess and which makes him vulnerable to school failure.The state of failure can provoke inattention, demotivation, behavioral disorders withpossible manifestations of aggression or apathy.A problem, as we can see, which is not indifferent that worries teachers and parents, who mustbe directed to find suitable programs to face difficulties, to formulate and definehelpful answers. The activity of writing is a learning, but before being a means ofintellectual evolution, this learning is in close relationship with neuropercective behaviors-motor.We know that language is prior to graphism and although we do not dwell on this workon language, let's not forget that learning to read and write are based onan expressive language where sound succession and sound quality are importantissued.In other words, before learning to read and write, the child must be helpedo use as rich a language as possible. In fact, writing and reading are before everything, the means of communication and personal expression.