Introduction: Handwriting is a basic academic skill, and students with learning disabilities often struggle with handwriting legibility due to limitations of working memory and cognitive processing. This study developed and investigated the effectiveness of the Cognitive Load-Managed Handwriting Program (CLM–Handwriting) to develop handwriting legibility among students with LDs. CLM–Handwriting is grounded in the principles of the Cognitive Load Theory (CLT). It is especially designed to target the cognitive needs of students with LDs.

Methodology: A quasi-experimental design was employed, where a sample of 40 students with LDs was divided into two groups. The experimental group (n = 20) received the CLM–Handwriting intervention for a period of 10 weeks (30 sessions), while the control group (n = 20) received traditional classroom instructions. The Handwriting Legibility and Motor Control Scale (HLMCS) (ICC = 0.83; α = 0.80) was used to collect pre-test and post-test data.

Data Analysis: Data was analyzed using descriptive and inferential statistical tests. Data analysis revealed that baseline performance of both groups was similar (p = 0.97). The control group didn not show significant improvement at the post-test (p = 0.79) while the experimental group demonstrated a significant improvement in their score (t(19) = −4.33, p < .001, d = 0.97). Post-test between-group analysis also confirmed that the experimental group performed significantly better than the control group (t(38) = −2.97, p < .001, d = 0.94). Analysis of covariance further confirmed that the improvement in the scores of the experimental group was significant even after controlling for the pre-test score (F(1,37) = 19.4, p < .001).

Conclusion: The data analysis overall confirms the effectiveness of CLM–Handwriting on handwriting legibility among students with LDs. The findings of this study suggest the need to apply cognitive load-aware strategies in accessible and inclusive classrooms.