One of the most common problems in elementary schools is readability of students' handwriting.The purpose of this study is to provide a curriculum model with the approach of remediation and restoration of dysgraphia  in elementary school students. Because many elementary teachers, especially teachers from the first and second bases, educators and parents of children with dismay and disappointment worry about bad luck, dysgraphia and student writing. In this paper, the review of studies on dysgraphia, curriculum design and various theories of scholars has led to a theoretical perspective on the curriculum based on disadvantages in the first elementary period, which is designed in the form of a curriculum. , Is recommended to curriculum planners and practitioners.This research is applied research and was conducted by survey research method. It should be noted that the proposed model was presented to 497 curriculum planners' ٫ learning disabilities specialists and primary school of mazandaran province in order to assess the appropriateness of the proposed model. In this regard, a questionnaire containing 54 items (was developed using the nominal scale and Likert scale) was developed and presented to the group. The formal and content validity of the questionnaire was approved according to the guidance of counselors and counselors and a group of curriculum specialists and learning disabilities and relevant teachers who had sufficient expertise in the subject matter of the research. The reliability of the tool is confirmed by the Cronbach's alpha coefficient of 0.96. In data analysis, descriptive statistics such as frequency and mean percentages were used and one-sample t-test was used for analyzing questionnaires.The results show that there is no significant difference between the distribution of the views of groups such as curriculum specialists and learning disability specialists and primary school teachers, in relation to the complementary curriculum model for students with an emphasis on the correction and remediation of disadvantage.The findings of the present study are a complementary curriculum model that is presented by valid sample groups. Therefore, educators need to do this and use the proposed curriculum pattern to dysgraphia the problems of children's perplexity.