Authors : Linda Harumi; Tri Budi Santoso; Candra Kartikasari

Volume/Issue : Volume 10 - 2025, Issue 11 - November

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DOI : https://doi.org/10.38124/ijisrt/25nov1136

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Abstract : Background: Visual-motor integration (VMI) provides an important foundation for the academic development of children with special needs. Delays in VMI development can affect handwriting performance and hinder classroom learning and learning outcomes. Although many occupational therapy studies have shown the effectiveness of improving VMI, most inclusive school teachers have not received specific training to support teaching practices related to VMI and pre-writing skills specifically for children with special needs.  Objective: This study aims to assess the effect of structured pre-writing developmental prerequisite training for inclusive school teachers in improving the VMI skills of students with special needs.  Methods: This quantitative study used a one-group pretest-posttest design involving 10 children with special needs from an inclusive school. The intervention consisted of a teacher training program on pre-writing and handwriting strategies. The Beery–Buktenica Developmental Test of Visual-Motor Integration (DTVMI) was used to assess VMI scores before and after the intervention. Data were analyzed using paired sample t-tests when the data distribution was normal or with Wilcoxon if it was not.  Results: The results showed a statistically significant increase in VMI scores after teacher training (mean pretest = 19.6; mean posttest = 21.8; p = 0.0005). Improvement in Visual Perception (VP) and Motor Coordination (MC) increased, although not statistically significant (p > 0.05).  Conclusion: Handwriting training for inclusive school teachers can significantly improve visual-motor integration scores of children with special needs. Teacher empowerment through practical training can be utilized in inclusive education practices to improve the academic performance of CSN.

Keywords : Handwriting Training, Visual-Motor Integration, Inclusive Education, Children with Special Needs, Occupational Therapy, Teacher Empowerment.

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