Dysgraphic Handwriting Development and Inclusive Education: The Role of Interdisciplinary Counseling

ISSN Print: 2327-5952
ISSN Online: 2327-5960
www.scirp.net/journal/jss
E-mail: [email protected]

Citations

"Dysgraphic Handwriting Development and Inclusive Education: The Role of Interdisciplinary Counseling"
written by Ida M. Bosga-Stork, Jurjen Bosga, Ruud G. J. Meulenbroek,
published by Open Journal of Social Sciences, Vol.3 No.8, 2015

has been cited by the following article(s):

[1]	Digital handwriting characteristics for dysgraphia detection using artificial neural network
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[2]	Characterization of gaze in handwriting of High and Low Frequency Word of Schoolchildren with Dyslexia
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[3]	Speed and legibility of manual writing among dyslexic children in copy tasks
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[4]	Identifying Handwriting Difficulties in Children in Devanagari Script Using Machine Learning
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[5]	A velocidade e legibilidade da escrita manual de disléxicos em tarefas de cópia
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[6]	Educational Specialists' Assessment Practices for Dysgraphia Identification: A Qualitative Case Study
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[7]	Developmental Dysgraphia in a 6-Year Old Boy: A Case Report
	2019

[8]	How Do You Build a Group Program Based on the Principles of Intrinsic Motivation? Developing an After-School Program to Meet the Needs of all Students: Eight …
	2019

[9]	umiejętności grafomotoryczne uczniów klas pierwszych szkół podstawowych uczestniczących w zajęciach realizowanych różnymi metodami aktywizacji fizycznej
	2018

[10]	Separating Visuospatial from Visuomotor Coordination in Skill Estimation in Learning Disabled Children: The Eta-Mu Model
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[11]	THE USAGE OF'GAP PENCIL'TECHNIQUE IN TEACHING EARLY WRITING SKILLS AMONG THE PRE-SCHOOLERS
	Proceedings of …, 2017

[12]	海外における書字検査の現状と今後の課題
	2016

[1]	Characterization of gaze in handwriting of High and Low Frequency Word of Schoolchildren with Dyslexia EDUCATION SCIENCES AND SOCIETY, 2022 DOI:10.3280/ess2-2022oa14527

[2]	Data Engineering and Intelligent Computing Advances in Intelligent Systems and Computing, 2021 DOI:10.1007/978-981-16-0171-2_19

[3]	After-School Programming and Intrinsic Motivation 2019 DOI:10.1007/978-3-030-22845-3_4