Other considerations for fine and gross motor skills

Homework and assessments

Some students who find handwriting challenging may need additional time to complete assessments that are handwritten. Consider whether some assessments can be tailored for a student’s strengths (for example, oral assessment, online or computer-based assessments). 

Similarly, consider whether homework could include some activities that are not handwriting based. Fun activities that build fine motor skills (such as using playdough to spell out words) allow for a student’s educational goals and fine motor skills to be developed in an engaging way.

Toileting or hygiene

Talk with a student’s family and support team about any additional strategies or equipment (for example, adapted toilet seat, step ladder, railings) that may support the student. 


A student with fine and gross motor challenges may find moving from primary school to another setting (for example, another primary school or high school) challenging. 

It may be helpful to teach and practice organisation and homework skills, and time- and self- management skills. 

For more information about supporting students with disability when transitioning to a primary or high school setting access our transition page.

For students transitioning to primary school access our school story - a school day and for students transitioning to high school access our school story - how to be organised.

Other co-occuring conditions

Students with motor skills challenges may also be on the autism spectrum or have cerebral palsy, physical disability, intellectual disability or blind or low vision.

Refer to understanding disability page to help support the student.