Ditto to everything Platypus said above. My own visceral reaction caused me to delay coming here to respond. So glad spaghetti and OCJD got here to respond with their experience before me too.
My DD was identified the summer between K and 1st with a multitude of LD issues including dysgraphia. I had noticed hand-eye coordination, visual perception and fine motor issues before her 18 month check up but it took me 3 1/2 years - until her 5 year check up - to convince the pediatrician to give me a referral to get it checked out. Even at that age she was "too smart" for anyone to take her issues seriously. During nursery school every day she would "write" a story or a play for the kids to act out. Obviously it was scribed but it was also obvious the intellect, creativity and love for getting her words out there were present from the age of 3. Finally at 5 OT started in a mad effort to get her ready for kindergarten (didn't work) and she was penalized daily for her disabilities. She was called lazy, was told she wasn't trying, accused of trying to get out of doing her work. It makes my blood boil to think that same kind of thing is still happening.
You definitely need to start her on keyboarding but that's not enough. You need an assistive technology evaluation. Done by a properly certified AT specialist not just an ordinary OT. One with experience with dysgraphia - and preferably with a 2e dysgraphic kid. In first grade I asked that keyboarding be introduced and the well intentioned but woefully uninformed OT blocked it because in her opinion it "would not be developmentally appropriate prior to 4th grade." Hogwash! My child needed it more than other kids and would take longer to develop the skill than NT kids.
Finally got an AT eval in second grade and had an ipad starting in 3rd grade. Her program was not implemented with fidelity, though, until 7th grade when I found an *amazing* AT specialist who works with my daughter two hours a week (at district expenses) and also trains her teachers.
It's not just keyboarding. There are apps for all sorts of things that make her education possible. You don't need to be figuring out what she needs and the best way to approach it - and you should not be put in the position of trying to. There are experts who will determine what works best for her and train her to use different apps and programs. Scribing is a great short term stopgap measure but she needs to be able to function independently. Voice to text and word prediction can work wonders for a smart dysgraphic kid. Shame on that psychologist for not knowing that and for preventing you from getting her the access to these supports.
The example I use whenever someone told my daughter to do as much as she could before providing help was a kid in a wheelchair. Would anyone really tell that child to pull themselves across the floor as far as they could before they asked for their chair? If so the rest of the class would be in the gym and halfway through their pe class before that child arrived. He would have missed most of the instruction and be physically too exhausted to even try to participate. Same with a dysgraphic kid being forced to write. So much energy and effort being put into their disability that there is nothing left for actually getting an education...
