Dyspraxia - Areas of Difficulty

KS1 - How can the teacher help?

• By understanding their difficulties. These pupils have to work extra hard to concentrate and take in everything around them.

• Being aware of, and providing focused support for, their particular areas of difficulty

• Hand preference may still be unresolved. Allow them to use both, observe usage and note over a period which hand is being consistently used.

• Praise them for trying, even if they haven't been successful with the task. If the pupil continually fails you may need to take the task back by one or two stages, or until success is achieved. You may need to be innovative at presenting the tasks, in many ways until s/he has become proficient.

• Encourage other pupils to include them in games. Try to support them when playing the games, and explain the rules, however simple.

• Allow the pupil to go to the toilet when they need to. They may not have quite as much control as the others. Managing their buttons and zips may slow them down.

• The pupil may be very messy with painting and craftwork - make sure there is plenty of space for them.

• Encourage activities with plasticine and playdough - forming shapes and rolling out helps co-ordination, dexterity and hand strength.

• Let the pupil sit near to you at story time, possibly on a chair, if they are very fidgety when sitting on the floor.

• Make sure you have good eye contact with the pupil. When telling them to do something - keep your instructions short and simple.

• Give the pupil warning if there is a change in activity. The more structure, the easier it is to understand what to do and where to go.

• If the pupil is obviously tired, allow them to sit out of more strenuous activities, and play quietly or look at books.

• Place their coat at the end of the row to allow it to be found more easily.

• Praise the pupil at each stage of a task so that they feel able to continue, especially when it requires a major effort.

KS2 - How can the teacher help?

• Try to understand the nature of the difficulty. Most pupils are trying their hardest.

• Be aware of, and provide focused support for, their particular areas of difficulty.

• Reward them for trying, rather than reward them only when they have done well.

• Try not to compare them with other class members.

• Allow extra time to complete a task, and do not punish when work has not been completed.

• Place the pupil near the front where they have good eye contact with you and the board. Place them away from the main thoroughfare of traffic where they may be knocked or distracted more easily.

• Any instructions need to be given in small, bite size pieces. If necessary ask them to repeat it back to you.

• Use a clear pencil case so that contents can be easily seen.

• Repeat new information. Use visual and movement cues to reinforce the message.

• Allow use of a word processor – PC, laptop or tablet.

• Photocopy sheets to fill in answers rather than having to write out large pieces of work.

• Make sure that any homework is written down for the pupil and the correct books are in the school bag.

• Publicly praise effort.

• Encourage group working to help develop the ability to work with others. Teach social skills if behaviour with others is inappropriate.

• Provide responsibilities in the class to enhance the pupil’s status.

• Provide time out from the other pupils if stressed or over-excited.

• Accept that fidgety behaviour is not always the pupil’s fault. Provide or allow appropriate objects to aid concentration during long discussions.

• Be wary of expecting children to sit on the floor for too long. Allow them to sit on a chair or leaning against the wall for support.

• Encourage a friend in the class to act as a 'buddy' to keep an eye on them around the school, and remind them of work being done.

• Ensure a well-planned transition strategy from primary to secondary school – be specific about the types of support and strategies that have worked well.

• If the child dislikes PE, sensitive support may be needed.

• Teacher should always appear to randomly pick teams so that no pupils are left out.

• Changing for PE may be an issue - if PE follows a break allow them to change during break and ensure the child goes off to change promptly at the end of the lesson, perhaps while others are putting away equipment. Younger pupils might benefit from a visual sequence prompt to support dressing skills.

• When planning PE lessons, include balance, cross lateral and hip / shoulder stability exercises.

• Practise PE skills individually or in a group rather than in a more threatening competitive environment - these children usually become more clumsy and awkward when ‘rushed’ or put under pressure.

• Break down tasks and instructions so that they are manageable. Model the activity for pupils and practise each stage of the task. If necessary, change or adapt the activity to ensure some level of success.

• Consider setting up a ‘Movement group’ for regular practice of gross motor skills. Motor Skills United (Special Direct) is one example of an intervention programme that can be used.

• Pupils diagnosed with Dyspraxia / Developmental Co-ordination Disorder (DCD) may have an OT programme – other pupils may need some focused support for specific areas e.g. handwriting or scissor skills.

Handwriting

• It is difficult not to judge the quality of a piece of work by its appearance so pupils need to develop adequate writing skills.

• Some may need to be taught appropriate posture, position and / or pencil grip.

• Develop fine motor control skills using programmes such as Motor Skills United (Special Direct) and ‘Write from the Start’ or ‘Speed Up’ (both from LDA).

• Look for alternative means of recording – mind maps / storyboards / talking technology etc.

• Consider the use of computers / laptops / tablets for more severely affected pupils.

Scissor skills

• Many different types of scissors are now available from various suppliers – easy grip, self-opening, double-handed, left or right handed.

• KS2 pupils may still need specific practice to develop scissor skills.

• Encourage the development of clear routines, supported by visual timetables as required.

• Provide prompts to support sequencing of tasks.

• Give advance notice of changes.

• Give opportunities for co-operative tasks and ‘buddying’ systems.

• Teach verbalisation (initially to someone else, eventually silently to self).

April 2017 SEND Strategic Advice and Support(SAS)