School
support:
 What
is developmental coordination disorder/dyspraxias?
Dyspraxias are difficulties arising from inefficient
motor coordination, processing and planning. They may arise from
a number of factors – including cerebellar, vestibular and
proprioceptive deficits – and may sometimes be associated
with retained primitive reflexes. They can also be associated with
other factors such as organisation, language development, dyslexia
and processing speed.
Advice
for the classroom:
-
Following Instructions/attention:
‘Multi-tasking’ will be difficult for him/her –
especially, listening and writing at the same time can be very
hard; please allow for this.
Understanding and following a sequence of instructions can be
disproportionately difficult.
Background noise can be extremely distracting – a seat
near the blackboard or front of class may help.
-
Processing/classroom activities:
The pupil probably has to work disproportionately hard to achieve
at the level he/she is achieving, and will become very tired.
Many such children take this out on their families at home,
and remain model pupils in school – but please allow for
this in school if necessary.
The pupil may have problems with unfamiliar movements, including
copying diagrams, etc – allow plenty of time, or provide
him/her with paste-in photocopies, perhaps those of a peer.
The pupil may need to think things out consciously before doing
them – please allow for this.
The pupil will have difficulty with fine motor actions, handwriting
and organising the page.
Encourage use of his/her preferred hand to do skilled work.
Encourage use of a triangular pencil grip, and ensure the desk
is at the best height and angle.
The pupil is likely to be very disorganised. Help in every way
you can: liaise with the home over books and equipment needed,
check the schoolbag, advise on ways of organising notes, etc.
Notes and organisation for older pupils: because of organisational
and writing difficulties, the pupil will not be able to make effective
notes. Please ensure there are notes available from which he or
she can revise, either by providing lesson notes or checking that
the pupil photocopies those of a peer. Check up that this is happening
quite frequently, and insist that the pupil is always able to
show you notes that are adequately organised, up-to-date and sufficient
for revision purposes.
Encourage movement training and games like ‘Simon says’,
with unfamiliar movements.
Many suitable activities can be conducted in the PE class –
it is important to try to make full use of the PE time. It is
not unusual for children with DCD-type difficulties to try to
avoid PE – try therefore to make PE as user-friendly as
possible, ensuring that the pupil achieves some success in the
class.
-
Social and emotional factors:
The pupil may have difficulty picking up social cues and fitting
in – be aware of this, and give what help and hints you
can.
The pupil may be over-sensitive to touch and sound –
please allow for this.
-
Motivation and self-esteem:
Reassure the pupil that lots of famous and successful people
have similar difficulties.
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved. It is important to let the
pupil know why he/she is being praised rather than just to provide
praise. In a behavioural reward system with extrinsic rewards
such as stickers or points, the child can easily see why he/she
is being praised. This can be an effective motivator, as long
as the rewards are meaningful and appropriate.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications.
Consider use of a dictaphone as a personal organiser/homework diary.
Consider use of a personal organiser.
Consider assessment for movement or coordination difficulties,
with subsequent movement training exercises (may be requested via
GP referral if not accessible through school or education authority).
Books
& articles:
Alston, J. (1991) Assessing and Promoting Writing Skills (NASEN).
Alston, J. and Taylor, J. (1992a) Handwriting Helpline (Dextral
Books).
Alston, J. and Taylor, J. (1992b) Writing Lefthanded (Dextral Books).
Benari, N. (1999) Early Movement Skills (Winslow).
Blyth, P. (1992) A Physical Approach to Resolving Specific Learning
Difficulties (Institute for Neuro-Physiological Psychology, 4 Stanley
Place, Chester).
British Dyslexia Association, the Dyslexia Handbook, produced annually
by the BDA, contains many short articles on dyslexia and associated
difficulties, details of providers of resources and of British Dyslexia
Association branches throughout Britain and Europe.
British Dyslexia Association (2002) Dyslexia-friendly Schools Pack
(BDA).
Cooke, J. (1996) Early Sensory Skills (Winslow).
Dyspraxia Trust (1991) Praxis Makes Perfect – an excellent
publication which should be beneficial to teachers and parents.
It contains nine chapters, all on areas concerning dyspraxia. Dyspraxia
is defined as an ‘impairment or immaturity in the organisation
of movement which leads to associated problems with language, perception
and thought’. There are chapters on understanding dyspraxia
and views from teachers, psychotherapists and occupational therapists.
The book contains excellent guidance on dealing with handwriting
problems, advice on activities for dyspraxic children and general
considerations at school, including social integration in the classroom.
Ellis, Sue, and Friel, Gill (1992) Inspirations for Writing (Scholastic)
– provides the teacher with a vast collection of superb ideas
to motivate children in joined writing tasks. The consistent relation
of tasks to the curriculum context with the book is especially useful.
It is well illustrated with chapters including functional, imaginative
and collaborative writing. Each chapter has an activities section
with indications of the age range most suited to the task. The ranges
tend to be from five to nine years, although there are some for
children of up to twelve years. The book also includes 30 pages
of photocopiable material related to some of the activities.
Goddard, S. (2002) Reflexes, Learning and Behaviour – a window
into the child’s mind (Fern Ridge).
Hong, C. S., Gabriel, H. and St John, C. (1996) Sensory Motor Activities
for Early Development (Winslow).
Kirby, A. (1999) Dyspraxia: the hidden handicap (Souvenir Press).
Kurtz, L. (2003) How to Help a Clumsy Child: strategies for young
children with developmental motor concerns (Jessica Kingsley).
McIntyre, Christine (2001) Dyspraxia 5–11: A Practical Guide
(David Fulton) – contains many ideas and strategies which
can be used in both the home and the school. There are sections
on social and emotional development as well as the practical aspects
of dealing with the coordination difficulties associated with dyspraxia.
Nicolson, R. I. and Fawcett , A. J. (1999) ‘Developmental
Dyslexia: The role of the cerebellum’, Dyslexia: An International
Journal of Research and Practice, 5, 155–77.
O’Hare, A. and Khalid, S. (2002) ‘The Association of
abnormal cerebellar function in children with developmental coordination
disorder and reading difficulties’, in Dyslexia, 8, 4.
Portwood, Madeleine (1999) Developmental Dyspraxia: Identification and Intervention: A Manual for Parents and Professionals (David Fulton) provides a thorough insight into dyspraxia. It is extremely readable, well illustrated and appropriate for both parents and teachers.
The first two chapters provide a neurological-oriented background, but without the terminology which usually accompanies such explanations. The chapter on ‘What is dyspraxia?’ provides an excellent summary, from 6–12 months through to 7 years, describing some observable behaviours found in dyspraxic children. The definition which the author uses to describe dyspraxia is located in this chapter: ‘motor difficulties caused by perceptual problems, especially visual-motor and kinaesthetic motor difficulties’ (p. 15). Other chapters examine assessment of the junior-age child: attainment tests, cognitive assessment, screening. The rest of the manual focuses on remediation programmes for different age groups – these contain a wealth of ideas. The book concludes with useful addresses and contacts for parents and teachers.
Portwood, Madeleine (2000) Understanding Developmental Dyspraxia:
A Textbook for Students and Professionals (David Fulton).
Portwood, M. (2000) ‘Seeing the Signs’, in Special,
Spring 2002 (NASEN).
Poustie, Jan (1997) Identification Solutions for Specific Learning
Difficulties (Next Generation).
Ramsden, Melvyn (1992) Putting Pen to Paper: A New Approach to
Handwriting (Southgate, Devon) – a very comprehensive and
useful book on handwriting, with plentiful examples. The book examines
some misconceptions about handwriting, and some principles in relating
handwriting to language, reading and spelling. The stages of teaching
handwriting are addressed, supported by numerous graphics. There
is also a chapter on the initial stages of handwriting.
Richardson, A.J. (2002) ‘Dyslexia, Dyspraxia and ADHD –
Can Nutrition Help?’, paper presented at Education Conference,
Durham County Council, June 2002
Ripley, K., Daines, B. and Barrett, J. (1997) Dyspraxia: a guide
for teachers and parents (Fulton).
Russell, James (1988) Graded Activities for Children with Motor
Difficulties (Cambridge Educational) – a set of graded activities
for children with motor difficulties, presented in a very teacher-friendly
text, with clearly illustrated activities. The programme consists
of fourteen sections, including gross motor, balancing, catching,
throwing, kicking and jumping, directional orientation, visual-motor
coordination and handwriting activities. These activities, though
essentially directed to children with motor problems, can be extremely
useful for a number of dyslexic children.
Although motor skills and literacy are two distinct strands of
development, there is a growing awareness of the link between the
two, and hence this programme of activities may be extremely useful
in helping the teacher tackle the difficulties associated with dyslexia.
The programme is aimed at both primary and secondary sectors and
can be used by teachers with little or no specialist training. It
provides a comprehensive and easy-to-follow series of lessons each
aimed at different aspects of motor development. These include gross
motor control; balancing, catching, throwing and jumping; body and
spatial awareness, visual tracking and handwriting activities.
Each of the fourteen programmes has a clear set of objectives,
illustrations and a number of complementary activities.
Sassoon, R. (1995) The Acquisition of a Second Writing System (Intellect
Ltd).
Smith, P. (1994) Teaching Handwriting (UK Reading Association).
Topping, K. (1992) Paired Writing Information (Kirklees Metropolitan
Council).
Walton Cavey, Diane (2nd edition 1993) Dysgraphia: Why Johnny Can’t
Write – A Handbook for Teachers and Parents (Pro-Ed) –
looks at explanations of dysgraphia, presenting this from the parents’
and teachers’ perspectives and with suggestions for developing
a teaching programme. It also looks at vocational training and a
useful glossary is included. For parents, the book provides some
early warning signs and some tasks which may be helpful. Examples
of dysgraphic characteristics and ideas for teaching provide the
teacher with useful guidelines for assessment and teaching. A very
useful book.
Programmes,
games & software:
Acceleread, Accelewrite: A guide to using talking computers to
help children with reading and writing – Vivienne Clifford
and Martin Miles (1994), IAnsyst Ltd, 72 Fen Road, Cambridge, England
This guide helps the teacher access voice recognition systems for
the computer. The emphasis is on developing the practical skills,
but the guide also provides a theoretical understanding of the system.
The guide provides suggestions for using the applications for creative
and curriculum based work. The first two sections examine the hardware
which can be utilised and the theory behind the approach.
Essentially it provides the basis for a structural approach to
developing phonological skills in a multisensory way. Thus the pupil
reads the story, then types it into the computer, the computer then
repeats each word of the sentence to the child as the space bar
is pressed. The whole sentence is also spoken once the sentence
has been completed. The guide emphasises self-monitoring, auditory
and visual feedback.
An excellent range of activities and games to aid word access and
expressive language can be found on: http://members.tripod.com/~Caroline_Bowen/wordretrieval.html
Before Alpha: Learning Games for the Under Fives – this is
a programme of learning games developed by Bev Hornsby (1996, Souvenir
Press) which can be used with children under five. The games are
in a series of structured stages, are multi-sensory and aim to foster
language development and other pre-reading skills such as visual
and auditory perception and discrimination, fine motor control,
spatial relationships, knowledge of colour, number and directions.
Brain Gym ¨ – a series of exercises developed by Dennison
and Hargrove (1986) (Educational Kinesthetics, Glendale, Calif.)
from which an individual programme can be devised for the child
relating to the assessment. Many of these exercises include activities
which involve crossing the mid-line, such as writing a figure eight
in the air or cross-crawling and skip-a-cross, in which hands and
legs sway from side to side. The aim is to achieve some form of
body balance so that information can flow freely and be processed
readily. This programme has been widely and successfully implemented
in the school setting.
Computer graphic activities may be helpful – e.g. PC graphic
pen (Graphire 2, website: www.wacom-europe.com/uk/index.asp).
Developmental Exercise Programme – an assessment and intervention
programme developed by Blythe and Goddard-Blythe for assessing the
presence of primitive reflexes, and a series of exercises designed
to control the primitive reflexes and release the postural reflexes.
See Blythe, P and Goddard, S. (2000) Neuro-physiological assessment
test battery and Goddard-Blythe, S. (1996) Developmental Exercise
Programme (Institute for Neuro-Physiological Psychology, 4 Stanley
Place, Chester).
Blythe found that 85% of those children who have specific learning
difficulties that do not respond to various classroom intervention
strategies have a cluster of aberrant reflexes. He argues that as
long as these reflexes remain undetected and uncorrected, the educational
problems will persist. These reflexes should only be present in
the very young baby and would become redundant after about six months
of life. But if these reflexes continued to be present after that
time, Blythe argues, the development of the mature postural reflexes
is restricted and this will adversely affect writing, reading, spelling,
copying, maths, attention and concentration.
Dyslexia, Dyspraxia, Attention Disorder Treatment (DDAT) –
DDAT is the name given to the exercise-based treatment (Dore and
Rutherford, 2001) based on the cerebellar deficit theory (Fawcett
and Nicolson, 1994; Nicolson and Fawcett, 1999. This theory implies
that the cerebellum has an important function in relation to dyslexia
and other learning difficulties and their hypothesis supported by
earlier work on automaticity and more recent work on the role of
the cerebellum in language.
The treatment programme also implicates other aspects of neurological/biological
development such as the functioning of the magnocellular system,
the inhibition of primitive reflexes and fatty acid deficiencies.
Controlled studies which have sought to provide clinical evaluation
of the DDAT treatment have been implemented and reported (Reynolds,
Hambly and Nicolson (in press), although earlier reports on improvements
have not been without criticism, Wilsher (2002) commented on the
‘placebo effect’ in this type of treatment.
While the transfer of these improvements to reading has yet to be
demonstrated, it is encouraging that physiological and cognitive
changes have been noted, and additionally it is encouraging that
the developers of the programme are utilising data from school-based
as well as clinic-based programmes in their evaluations.
Dore, W. and Rutherford, R. (2001) ‘Closing the Gap’,
paper presented at the BDA 6th International Conference on Dyslexia,
York, on Dyslexia, Dyspraxia, Attention Deficit Hyperactivity Disorder
Treatment Centres (DDAT) – also see the DDAT website (www.ddat.co.uk)
for latest research reports
Wilsher, C. R. (2002) ‘A miracle cure? “Tonight with
Trevor McDonald”, ITV, 21.01.02’, in Dyslexia, 8, 2,
116–17.
Penfriend – this software from Design Concept (30 South Oswald
Road, Edinburgh EH9 2HG; tel: 0131 668 2000) provides an excellent
word-prediction tool and also has an onscreen keyboard specifically
intended for children with dyslexia and writing difficulties. It
also provides three lexicons for different ages, and new word lists
for different topics can be created.
THRASS – The Teaching of Handwriting, Reading and Spelling
Programme, known as THRASS, can be useful as support approach and
an indivdualised programme. THRASS has many different aspects which
can be accessed by children and parents. Details of these can be
found in the comprehensive THRASS website:
www.thrass.com.
THRASS involves multisensory methods and practice in pre-writing
skills such as beads threading, shape and pattern copying, tracing,
colouring in, and writing letters in sand – try to ensure
that work at home is not only with the use of pencil and paper.
Useful
addresses & websites:
Ann Arbor Publishers, PO Box 1, Belford, Northumberland NE70 7JX;
website: www.annarbor.co.uk,
provide a considerable amount of resources, most of which focus
directly on literacy skills. For example, in relation to written
expression, the Teaching Written Expression resource may be useful.
This programme offers a theoretical framework and a practical step-by-step
guide to developing sentences, constructing paragraphs, editing
and developing a ‘sense of audience’.
British Association of Occupational Therapists; College of Occupational Therapists, website: www.cot.co.uk
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk;
website: www.bda-dyslexia.org.uk
Becta (British Educational Communications and Technology Agency),
Milburn Hill Road, Science Park, Coventry CV4 7JJ; tel: 024 7641
6994; fax: 024 7641 1418; email: becta@becta.org.uk;
website: www.becta.org.uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com – games for learning.
Desktop Publications, 54 Railway Street, Barnetby-le-wold, North
Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850, website:
www.desktoppublications.co.uk
Dyscovery Centre, 4a Church Road, Whitchurch, Cardiff CF14 2DZ;
website: www.dyscovery.co.uk
– a multidisciplinary assessment centre for dyslexia, dyspraxia,
attention deficit disorder and autistic spectrum disorders.
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333;
email: info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk
– a detailed site giving current research, newsletter, conferences
and publications, upcoming talks and lectures.
Dyslexia UK charity, website: www.dyslexia.uk.com
– a knowledge site providing information and guidance on all
topics relating to dyslexia.
Dyspraxia Connexion (website: www.dysf.fsnet.co.uk)
offers support, information and practical help, including support
for the bullied and online mentoring for young dyspraxics.
Dyspraxia Foundation, 8 West Alley, Hitchin, Hertfordshire, SG5
1EG; tel: 01462 454986; website: www.dyspraxiafoundation.org.uk
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
The Happy Puzzle Company, www.happypuzzle.co.uk – a wide range of games, puzzles and challenges, to develop visual and spatial skills, motor skills, memory, problem-solving, and number skills.
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London, SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk
; website: www.nasen.org.uk
National Association of Paediatric Occupational Therapists (NAPOT,
Barton's Cottage, Prestbury Road, Wilmslow, Cheshire SK9 2LL; tel:
01625 549266; email: HTideyNAPOT@aol.com
Occupational Therapists in Private Practice (OTiPP), tel: 0800
389 4873 – database of independent State-registered OTs.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201;
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss), website: www.patoss-dyslexia.org.
QuEST Therapies, PO Box 13281, Haddington, EH41 3YY; tel: 07793
919145;
email: admin@questtherapies.com;
website: www.questtherapies.com
– a diagnostic and referral service to identify the prominence
of auditory, visual, or movement/coordination/balance factors in
causing a child’s specific learning difficulty, as well as
the role of fatty acid deficiency.
Read and Write Educational Supplies, Mount Pleasant, Mill Road,
Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618, supply
specialised books, games and teaching aids for dyslexic pupils,
teachers and parents.
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
THRASS website: www.thrass.com
www.dyslexiaa2z.com
www.dyslexics.org.uk
– highly recommended coverage of things that can be done at
home
www.gavinreid.co.uk
– contains over 40 links and articles on dyslexia and details
of publications.
Xavier Educational Software, website: www.xavier.bangor.ac.uk
Home
support:
What
is developmental coordination disorder/dyspraxias?
Dyspraxias are difficulties arising from inefficient motor coordination,
processing and planning. They may arise from a number of factors,
and may be associated with other factors such as organisation, language
development, dyslexia and processing speed.
How
will this affect my child?
Your child is likely to be clumsy in some things, and not well
coordinated – though he/she may still be good at some sports.
Sometimes there are difficulties as well with reading, spelling,
number and organisation.
Planning ahead can be hard, and personal organisation is often
a problem. Bedrooms and schoolbags are often completely chaotic.
How
can I help?
-
Organisation:
Your child is likely to be very disorganised. Help in every
way you can: liaise with school over books and equipment needed,
etc.
Check the homework diary frequently and help your child with
the organisational aspects.
Check the schoolbag daily – but without being too controlling,
as you should be encouraging independence.
Encourage the use of a dictaphone as a personal organiser.
-
Activities:
Any games, activities or sports that require fine or gross motor
skills, balance, or hand-eye coordination, will be helpful for
your child – see Portwood, etc, in ‘Where can I
find out more’ below.
Play games involving giving/following directions, and practising
left/right distinctions.
Practise and encourage independence in dressing, laces, buttons,
etc.
Practise bicycle riding skills
Encourage ‘crossing the midline’ activities –
e.g. simple juggling, even with just one ball from hand to hand.
Swimming can also be beneficial in this way.
Most sports are helpful, but ensure that this does not de-motivate
– as others may be better than him/her at sport. Participation
for pleasure rather than for competition should be encouraged.
Where
can I find out more?
Information can be obtained from the Dyspraxia Foundation, 8 West
Alley, Hitchin, Hertfordshire, SG5 1UU; tel: 01462 454 986; website:
www.dyspraxiafoundation.org.uk
Dyspraxia Connexion (website: www.dysf.fsnet.co.uk)
offers support, information and practical help, including support
for the bullied and online mentoring for young dyspraxics.
Praxis Makes Perfect (published by the Dyspraxia Trust, PO Box
30, Hitchin, Herts SG5 1UU) looks at all aspects of dyspraxia. Dyspraxia
is defined as an ‘impairment or immaturity in the organisation
of movement which leads to associated problems with language, perception
and thought’. The book contains guidance on dealing with handwriting
problems, advice on activities for dyspraxic children and general
considerations at school, including social integration in the classroom.
Dyspraxia 5-11: A Practical Guide, by Christine McIntyre (2001)
(David Fulton), contains many ideas and strategies which can be
used in both the home and the school. There are sections dealing
with social development and emotional development, as well as the
practical aspects of dealing with the coordination difficulties
associated with dyspraxia.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
The Happy Puzzle Company, www.happypuzzle.co.uk – a wide range of games, puzzles and challenges, to develop visual and spatial skills, motor skills, memory, problem-solving, and number skills.
National Association of Paediatric Occupational Therapists (NAPOT,
Barton's Cottage, Prestbury Road, Wilmslow, Cheshire SK9 2LL; tel:
01625 549266; email: HTideyNAPOT@aol.com
Occupational Therapists in Private Practice (OTiPP), tel: 0800
389 4873 – database of independent State-registered OTs.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201;
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Portwood, Madeleine (1999) Developmental Dyspraxia: Identification and Intervention: A Manual for Parents and Professionals (David Fulton) provides a thorough insight into dyspraxia. It is extremely readable, well illustrated and appropriate for both parents and teachers.
The first two chapters provide a neurological-oriented background, but without the terminology which usually accompanies such explanations. The chapter on ‘What is dyspraxia?’ provides an excellent summary, from 6–12 months through to 7 years, describing some observable behaviours found in dyspraxic children. The definition which the author uses to describe dyspraxia is located in this chapter: ‘motor difficulties caused by perceptual problems, especially visual-motor and kinaesthetic motor difficulties’ (p. 15). Other chapters examine assessment of the junior-age child: attainment tests, cognitive assessment, screening. The rest of the manual focuses on remediation programmes for different age groups – these contain a wealth of ideas. The book concludes with useful addresses and contacts for parents and teachers.
QuEST Therapies, PO Box 13281, Haddington, EH41 3YY; tel: 07793
919145;
email: admin@questtherapies.com;
website: www.questtherapies.com
– a diagnostic and referral service to identify the prominence
of auditory, visual, or movement/coordination/balance factors in
causing a child’s specific learning difficulty, as well as
the role of fatty acid deficiency.
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
Useful websites:
www.bda-dyslexia.org.uk
www.dyslexiaa2z.com
www.hiddenhandicap.co.uk
– reflections of parents of children who have the condition.
|
