Dyspraxia
Definition
The Dyspraxia Foundation defines dyspraxia as:
'Dyspraxia, a form of developmental coordination disorder (DCD) is a common disorder affecting fine and/or gross motor coordination, in children and adults. While DCD is often regarded as an umbrella term to cover motor coordination difficulties, dyspraxia refers to those people who have additional problems planning, organizing and carrying out movements in the right order in everyday situations. Dyspraxia can also affect articulation and speech, perception and thought.'
What it is:
Developmental Coordination Disorder is a common disorder affecting fine and/or gross motor coordination in children and adults. There is no known cause. Research suggests that it is due to an immaturity of neuron development in the brain rather than to brain damage.
-Children may have difficulties with self-care, writing, typing, riding a bike and play as well as other educational and recreational activities. There can also be social and emotional difficulties, problems with time management, planning and personal organization. It is important to recognize the many non-motor difficulties that can have a significant impact on daily life activities. These include memory, perception and processing as well as additional problems with planning, organizing, and carrying out movements in the right order in everyday situations.
How common it is within schoolchildren:
-It frequently coexists with other conditions such as Attention Deficit Hyperactive Disorder (ADHD), dyslexia, language disorders and social, emotional and behavioral impairments.
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Dyspraxia by the numbers:
Boys are more likely than girls to be diagnosed.
About 2% of children have severe symptoms of dyspraxia, while 4% have moderate symptoms and 10% have at least some mild characteristics.
It is usually diagnosed between ages 6 and 12.
Instructional Strategies for the Classroom That Supports These Learners
-Allow the child to visit the school several times and give them a plan of its lay out. They can then study this at home to allow them to become familiar with it. Invite the parents on these visits: they may be able to identify problem areas that you may not have been aware of.
-Praise every effort and every small accomplishment. Every effort must be made to raise their self-esteem. When they feel better about themselves they are more likely to relax and learn.
-Remember that they have difficulty in taking on board information during lessons. Allow them extra time: teach in small bursts, allowing opportunities to rest.
-Ensure that the child has understood what is being taught, repeat if needed.
-Teach on a one to one level, with few distractions, when appropriate.
-Try to avoid removing the child from the lesson as this stigmatizes them
-Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”
-Avoid touching from behind or getting too close and make sure peers are aware of this.
-Provide a quiet place, without auditory or visual distractions, for testing, silent reading or work that requires great concentration.
-Warn the student when bells right or if a fire drill is scheduled
-Whisper when working one to one with the child.
-Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies.
-Make sure the parent knows about what is observed about the student in the classroom.
-Refer student for occupational therapy or sensory integration training.
-Be cognizant of light and sources that may be irritating the child.
-Use manipulatives, but make sure they are in students field of vision and don’t force student to touch them.
Useful Websites
Ways to help kids at home
Common Symptoms of Dyspraxia
https://www.developlearning.co.nz/common-symptoms-dyspraxia
More Information
http://inclusive.tki.org.nz/guides/dyspraxia-and-learning/
Research
Gibbs, John, Jeanette Appleton, and Richard Appleton. “Dyspraxia or Developmental Coordination Disorder? Unravelling the Enigma.” Archives of Disease in Childhood 92.6 (2007): 534– 539. PMC. Web. 28 Mar. 2018.
The authors, researchers from the Department of Pediatrics, attempt to unravel the different associations towards dyspraxia. The article deals with the terminology of coordination difficulties from the “clumsy child syndrome” through “dyspraxia” to “developmental coordination disorder (DSD)”. It also briefly examines the debate whether it should be regarded as a medical or social disorder.
“Touching Lives - December 2003.” My Story: Living with Dyspraxia, Action Medical Research , 13 Oct. 2014, www.action.org.uk/touching-lives/december-2003/living-with-dyspraxi.
Elizabeth Hayden describes the hardships her son had to endure after he was recognized as having a developmental coordination disorder. Her son, George, became part of a study funded by Action Medical Research. In this study, he started in a program of simple exercises designed to improve his coordination. At first, there was added pressure as he managed academically and through extra learning support. The study had a profound effect in helping children achieve their potential.
Sources
“About Dyspraxia.” Dyspraxia Foundation, 16 Mar. 2018, dyspraxiafoundation.org.uk/about-dyspraxia/.
“Dyspraxia.” Learning Disabilities Association of America, LDA of California and UC Davis M.I.N.D. Institute , 2001, ldaamerica.org/types-of-learning-disabilities/dyspraxia/.
“General Strategies to Support Students with Developmental Verbal Dyspraxia (DVD).” Special Education Support Service, Cork Education Support Centre , www.sess.ie/categories/dyspraxia/development-verbal-dyspraxia-dvd/general-strategies-support-students.
New Zealand Ministry of Education. “Dyspraxia and Learning.” Inclusive Education, New Zealand Ministry of Education, 7 Nov. 2016, inclusive.tki.org.nz/guides/dyspraxia-and-learning/.
Team, Understood. “Dyspraxia by the Numbers.” Understood.org, UNDERSTOOD.ORG USA LLC, www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyspraxia/dyspraxia-by-the-numbers.
