The prevalence of ADHD in postsecondary education is on the rise internationally. According to research in the Journal of Attention Disorders (2021), 16% of college freshmen have ADHD. More than half of them have comorbid disorders. This includes learning disabilities.

What is dysgraphia?

Dysgraphia is defined as persistent difficulties in writing. Teens with ADHD express poor written expressions that lack clarity. It is a neurological disorder, a difficulty in expressing thoughts in writing. There’s a weakness in literary and language conventions. The challenge is getting thoughts down on paper. It often begins in childhood. Motor coordination concerns are often a starting point.

Early Signs

• Saying words while writing.
• Better at speaking than writing.
• Unintelligible handwriting.
• Hands are sore after finishing writing,
• Trouble when reading and writing at the same time.

Dysgraphia is a brain-based problem. Just like the ADHD diagnosis alone, college students with dysgraphia are as bright as their peers. In fact, they’re often of above-average intelligence. They struggle with putting thoughts onto paper. Thoughts and information are jumbled. Challenges include prioritizing, sequencing, organizing, and analyzing.

ADHD teens with dysgraphia can be seen as unmotivated or lazy in the classroom. They also struggle outside of school (daily life, social environment).  Unfortunately, they don’t outgrow it. 

What are the causes?

Dysgraphia and related writing challenges are exasperated by ADHD symptoms. The ability to focus, and form a “train of thought” affects the ability to sustain written expression. This is required to keep the theme, the big picture of what’s being communicated.

College students with ADHD express difficulty sustaining the mental energy required for detailed writing with vast assignments. They have limited attention to detail and struggle with spelling, grammar, and punctuation. This often results in careless mistakes. Advanced-level writing poses challenges in organizing and coordinating information with expressive language. Extra time and effort must be allocated in order to meet these goals.

What are possible solutions?

Transition IEPs are designed to prepare students with disabilities ages 16 and older. Therefore college students with ADHD should be ready for their writing challenges in college. Unfortunately, research does not show this to be the case. 

College students with ADHD face significant writing challenges. Add dysgraphia and it increases. There are several strategies to improve the situation. These mirror the accommodations and modifications provided in high school.

• Digitized forms
• Heterogeneous groups (different abilities)
• Copies of notes
• Scribe (dictation)/recorded lectures
• Customized worksheets

Collegiate writing is more rigorous than high school. Students with ADHD are more responsible for successful learning. There’s also a responsibility in balancing accommodations. 

College requires more outside support. Self-knowledge is understanding one’s strengths and challenges. With that, they can figure out what supports the need to be successful.

• Word processor
• Extended time
• Voice-to-text apps
• Graphic organizers
• Conversations with professors

Empowerment: The Best Possible Solution

The reality of college is that students are more responsible for their learning. This is especially challenging for those with ADHD as they are accustomed to the support provided in high school. They must be able to step up and take charge of their situation. Empowerment is the best track to success.

• Remove all distractions by creating an appropriate writing space/environment.
• Consider rewriting notes to become more comfortable with writing things down. It’s easier to memorize too.
• Plan time realistically by honing time-management tasks. 
• Set small goals and provide rewards when they’re completed.
• Focus on main points rather than descriptive style.

Learning disabilities in writing are relatively unknown. It is, however, common for college students with ADHD. They should seek out low-tech solutions. They’re likely to mirror accommodations in high school. Another choice is high-tech solutions that speak to the more challenging collegiate writing. Be flexible.

QUESTION: What help do you need writing for your college classes? Leave answers in the comment section below.

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