The study aims to identify the teacher’s knowledge about teaching handwriting and the techniques to improve the handwriting for special education preschool classroom. The research design for this study is a case study using qualitative method involving a teacher who is teaching in learning disabilities for special education preschool classroom. The findings show the participant is readiness in teaching special education preschool classroom. The Content knowledge as well as the teaching and learning activities to improve handwriting demonstrates the participant's confidence in teaching. Finally, this study would like to propose fine motor as an intervention in the remedial activities for pupils with difficulties in handwriting.
handwriting, preschool learning disabilities, writing