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Difficulties in producing legible handwriting at sufficient speed can hamper progress and lead to underachievement in secondary school. When difficulties are significant, students may be granted accommodations in normal class work and written examinations, such as allowing typing and use of a word processor. However, little is known about policy and practice in schools regarding how teachers make decisions relating to support for students with handwriting difficulties. We are surveying school teachers/SENDCos and school Occupational Therapists to gain their views…