The Effectiveness of cerebellar rehabilitation on motor development and written expression in students with dysgraphia

The term dysgraphia refers to imperfections in written language that focus on the motor and technical aspects of writing skills. The aim of this study was to evaluate the effectiveness of cerebellar rehabilitation on written expression and motor development in students with dysgraphia. The research method of this research is pre-test and post-test with control group. The statistical population of this study included all students with dyslexia in Uremia Learning Disorders Center in the academic year of 2019-20 that the list included 120 people (N = 120). Thirty people were selected using simple random sampling method and the experimental and control groups were assigned randomly. Data collection tools included Lincoln Ossietzky Motor Development Questionnaire and Teacher Spelling Writing Achievement Test. Also the experimental group was tested for 20 sessions of 45 minutes. The results of the present study were based on multivariate analysis of covariance with their default observations show that were significantly different the mean of the experimental and control groups in the variables of written expression and motor development. This means that after performing cerebellar rehabilitation increased and improved significantly the mean of students with dysgraphia compared to the control group. Therefore, based on the results of this study, it is suggested to researchers in the field of education that to improve the academic achievement of students with disabilities, use cerebellar rehabilitation method Along with other educational interventions