A STUDY ON THE CURRENT NEEDS IN THE AREA OF DYSGRAPHIA EARLY IDENTIFICATION AND EARLY INTERVENTION

Dysgraphia is a specific learning disability(SLD) affect writing acquisition skills and causing significant academic and socio emotional challenges for children. The Rights of Persons with Disabilities (RPwD) Act 2016 formally recognizes Specific Learning Disabilities, including dysgraphia, as a disability category in India. RCI (2018), defines SLD as difficulties incore academic skills, while DSM 5 (2013) and ICD 11 (WHO, 2019) classify it as a neurodevelopmental disorder affecting learning. Despite of this recognition, dysgraphia remains unidentified and overlooked when compared to dyslexia, leading to delayed intervention. Global estimates indicates that dysgraphia affects 5 20% of school aged children, while limited Indian research suggests prevalence rates of 7,15%, with identification challenges worsened by lack of standardized tools and awareness. This paper examines early identification and early intervention through international and Indian perspectives, addressing definitions, causes, overlapping conditions, the impact on students academic and emotional well-being and existing tools and technique in the area of early identification and early intervention. A review of literature highlights the scarcity of Indian studies, and reinforcing the need for a structured and culturally relevant screening and intervention module. The paper concludes with recommendations aligned with Indias inclusive education agenda and the National Education Policy (NEP) 2020.