This paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.”
It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students.
It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training.
This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres.
