"Is It Time to Transition to Keyboarding?"
How many times have you heard something like this from a parent or teacher?
For students struggling with handwriting, typing can appear to be a straightforward solution. However, before recommending that switch, it is important for us as school-based OTPs to ensure that a transition to typing is not only feasible but also demonstrably more effective than handwriting.
While typing may seem like a simple accommodation, it is far from easy for many of our students to learn and functionally use. Mastery of keyboarding requires fine motor coordination, visual tracking, motor planning, and working memory— and other skills that are often just as challenging as handwriting for some students.
As such, the transition from handwriting to typing warrants a thoughtful, data-driven approach to ensure we’re supporting the student in the best way possible. In this article, I cover:
Evaluating handwriting and typing skills
Average typing speeds
Performance skills & environmental factors
When and how to make the transition
Evaluating Handwriting & Keyboarding Skills
As always, making a decision of this magnitude should not be initiated without supporting data.
Determining whether to transition to keyboarding begins with a thorough assessment of the student’s skills in both handwriting and typing. Using standardized tools and functional measures, we can gather objective data to guide this decision.
The goal is to determine the student's current ability and potential for improvement in handwriting and typing. Here are a few tools that can help.
Handwriting Assessments:
Test of Handwriting Skills-Revised (THS-R): A standardized tool that measures handwriting speed, legibility, and functional writing abilities.
Evaluation Tool of Children’s Handwriting (ETCH): This assessment evaluates legibility and speed for grades 1–6, examining letter formation, alignment, spacing, and other mechanics critical to effective handwriting.
Typing Assessments:
Use free online tools like Typing.com or TypingClub to measure word-per-minute (WPM) speed and accuracy. These timed typing tests can provide baseline data for comparison.
Conduct a functional typing task, such as having the student type a paragraph or answer written questions, to evaluate their ability to use keyboarding for real-world tasks.
What to Compare (Handwriting vs. Typing)
Speed: Compare WPM for handwriting and typing. Typing should ideally be faster or at least comparable to handwriting to justify a transition. Here are some typing averages for reference:
Grade Level | Typing Speed (WPM) | Accuracy |
3rd–5th Grade | 8–15 WPM | 85-90% |
6th–8th Grade | 15-30 WPM | 90-95% |
High School | 35-45 WPM | 90-95% |
(Source: Typing.com)
Legibility and Accuracy: Does typing result in fewer errors and more legible output compared to handwriting?
Task Efficiency: Which method allows the student to complete tasks with less frustration and fatigue?
With the data compiled, you can use a table like this to help the IEP team come to a decision.
Task | HW Speed | HW Legibility | HW Fatigue | Typing Speed | Typing Accuracy | Typing Fatigue |
Copying | 8 WPM | 80% | Mod. Fatigue | 12 WPM | 92% | Mod Fatigue |
Dictation | 3 WPM | 60% | High Fatigue | 5 WPM | 60% (Spelling errors) | Mod. Fatigue |
Free Write | N/A | N/A | High Fatigue | 3 WPM | 60% (Spelling errors) | Mod. Fatigue |
With all of the data compiled in an easy-to-read chart, it is much easier to make a recommendation. For example, let's assume the chart above reflects a 4th-grade student.
Not only does typing allow this student to copy at a quicker pace and with more accuracy, but typing also limits the student's fatigue and enables him/her to attempt a free-write. This data-driven approach would be very helpful for the IEP team.
Performance Skills & Environmental Factors
Typing, like handwriting, is a complex skill that requires a combination of motor, visual, and cognitive abilities. Before recommending a transition, it’s crucial to consider whether the student has the foundational skills needed to type effectively. These areas should be evaluated:
Motor Skills
Typing requires precise fine motor coordination and finger isolation, which some students may struggle with. Assess whether the student can consistently:
Manipulate and use a mouse/trackpad appropriately
Use appropriate finger placement on a keyboard.
Coordinate hand movements efficiently across multiple rows of keys.
Maintain stamina during extended typing tasks without undue fatigue.
Ergonomic supports, alternative keyboards, key guards, and Other tools might help students with motor difficulties succeed.
Visual Skills
Typing requires students to shift focus between the keyboard and the screen to check their work. This demands strong visual tracking and sustained attention. Evaluate:
Can the student accurately locate keys without excessive visual searching?
Does the student lose their place on the screen when typing longer sentences?
For students with visual tracking difficulties, larger key labels or high-contrast keyboards may help reduce errors.
Cognitive Skills
Typing is not just a physical task; it also requires cognitive processing and multitasking. Assess whether the student is ready to handle:
The sequential motor planning required to type words and sentences fluently.
Navigating typing software or classroom platforms independently.
Sustaining attention for extended periods to complete assignments.
For younger students or those with significant executive functioning challenges, typing may initially require more direct instruction and support to build proficiency.
Practice Opportunities and Access
Unlike handwriting, which is often taught and practiced consistently (🤞) in early education, typing instruction varies significantly across schools. Before transitioning, ensure the student has:
Access to a device and appropriate typing programs, both at school and at home.
Scheduled practice opportunities to build typing fluency, particularly if typing is not yet part of the regular curriculum.
Before I recommend typing for a student, I always ask the teacher and parent(s) when the student can sit at a computer and practice daily. Weekly intervention alone will not help a student learn to type. They need to engage in daily practice.
Ergonomic and Environmental Factors
Typing requires proper (or at least decent) posture and positioning to avoid discomfort and support efficiency. Check whether the student has access to:
A workstation that fits their physical needs, such as appropriately sized desks and chairs.
A keyboard that supports their hand size and finger dexterity (e.g., full-size versus compact keyboards).
For students with physical or environmental limitations, adaptations like height-adjustable desks, alternative keyboards, or speech-to-text software might be necessary.
When and How to Transition to Typing
If typing is identified as a more effective solution for a student’s written communication needs, a collaborative and structured transition plan is essential.
Begin by working with the IEP team to review assessment results and establish clear goals, such as improving written output or reducing fatigue. Accommodations, such as extended time or assistive technology, should also be discussed. Involving the student in these discussions can build their confidence and engagement.
A trial period is often helpful to determine the effectiveness of typing. During this time, the student can use typing for specific tasks while the team observes its impact on speed, legibility, and task efficiency.
If typing proves to be beneficial, structured instruction becomes the next step. Typing programs like Typing.com, combined with regular practice, can help students develop fluency. Emphasizing proper ergonomics from the start can prevent inefficient habits.
Typing doesn’t need to replace handwriting entirely. A gradual approach works best, starting with specific assignments where the student can succeed with their new tool. As proficiency improves, typing can become the student’s primary method of written communication.
Like other IEP goals, progress should be monitored regularly, and goals should be adjusted as needed to ensure the student continues to benefit from the transition.
When to Maintain Handwriting
While typing can be a viable alternative to handwriting, it is not always the best solution. Likewise, there are situations where typing shouldn’t entirely replace handwriting.
It's not uncommon that after assessing a student, your data points you toward focusing on handwriting over typing. The data could also lead you to consider Speech-to-text as an option.
Whenever possible, students should still develop basic handwriting skills for tasks such as signing forms, taking quick notes, or filling out paperwork. Often, a student may be able to use handwriting effectively for short assignments while utilizing technology for longer writing activities.
Final Thoughts
We all know that typing can be a game-changer for the right students, but it’s not a universal solution. To best support each student, we must rely on individualized assessments and thoughtful decision-making.
By evaluating handwriting and typing skills and providing appropriate support, we can empower students to communicate effectively and confidently.