Optimizing Legibility of Urdu Handwriting amongst Students with Learning Disabilities Employing a Cognitive Load-Aware Scaffolded Program (CLASP-H) [Conference Presentation Slides]

Handwriting is an indispensable academic skill and students with learning disabilities are frequently struggling with handwriting. Urdu handwriting tasks turn tougher for LD students due to the complexity of the language. This study was conducted in order to investigate the usefulness of the Cognitive Load-Aware Scaffolded Program for Handwriting (CLASP-H) to improve Urdu handwriting among LD Students. CLASP-H has roots in Cognitive Load Theory (CLT) and scaffolding principle. It was developed to target the distinct cognitive needs of LD students. A quasi-experimental design was utilized where the sample (n = 40) was split into two groups. The experimental group (n = 20) received 20 sessions of CLASP-H intervention, while the control group (n = 20) continued with traditional classroom instructions. A teacher-rated Urdu Handwriting Assessment Rubric (UHAR) (α = 0.87; ICC = 0.83) was utilized as a pre-test and post-test data collection tool. Data was evaluated using descriptive and inferential statistics. Performance of both groups at pre-test was similar (p = .91). Improvement in scores of the experimental group was noteworthy (p < .001 , d = .96) as opposed to the control group (p = .85). Post-test between-groups additionally revealed that the experimental group performed significantly better (p < .001 , d = 1.44) than the control group. Analysis of covariance additionally established the effectiveness of intervention after adjusting the pre-test score (p < .001). Hence confirmed that CLASP-H is a successful technique to improve Urdu handwriting among LD students. Findings endorse the utilization of cognitively aware instructions in special education schools.Keywords: CLASP-H, Cognitive Load Theory, Scaffolding, Urdu Handwriting, Learning Disabilities