<![CDATA[Dysgraphia is a type of learning disability that affects a child's writing skills. Difficulties in writing can affect the student's psychology, hinder their academic performance, and impair their social skills. For children with dysgraphia who have difficulty writing, verbal communication can be used as a means of conveying their messages, opinions, and ideas. In addition, nonverbal communication can also be used if children with writing difficulties are not yet proficient in verbal communication. The purpose of this study is to determine how the learning planning process is used by classroom teacher, to understanding the implementation and results of two-way communication patterns of slow learner with dysgraphia in the learning process, and to identify the challenges and obstacles of two-way communication patterns of slow learner with dysgraphia in the learning process. The method used was a qualitative case study. The subjects studied were dysgraphia children. The data collection tools used were observation, interviews, and documentation. The data analysis technique used was the Miles and Huberman. The results found are that dysgraphia children more often communicate nonverbally with teachers or classmates, such as clapping their hands and nodding their heads. However, dysgraphia children also communicate verbally, even though their voices are not very loud.]]>
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