Dyspraxia
in Primary Schools
Dyspraxia is
an impairment or immaturity of the organisation of movement.
Associated with this there may be problems of language, perception and
thought. Dyspraxia is an immaturity in the way the brain processes information
and this results in messages not being properly or fully transmitted.
Estimates put the number of children experiencing the condition at
between 2 and 10% of the population. Boys
are four times more likely to be effected than girls.
When
youngsters enter the education system whether it is at the age of three in
nursery class or at the age of four into reception class parents may for the
first time be able to discuss concerns relating to their child�s development.
The teacher or support assistant will be able to confirm that in relation
to other youngsters of the same age, a particular child is finding certain tasks
very difficult. Parents know their
children better than any one else and will have seen evidence in the home
environment of the problems the child is facing in school.
If, as a teacher, you are concerned about a child�s development, speak
to the parent as soon as possible and obtain relevant information about the
child�s achievements of early milestones.
The Dyspraxic child may have displayed
many of the symptoms listed below and some will have been evident before the age
of 3.
�
Irritability
at birth
�
Poor
feeding
�
Poor
sleeping
�
Engages
in high levels of motor activity, constantly waving arms and legs
�
Slow
to achieve milestones such as sitting (often after the age of 8 months),
crawling (some never crawl), walking, hopping, jumping, walking up and down
stairs
�
Constantly
tripping and falling over
�
Limited
ability to concentrate on specific tasks and is easily distracted
�
Unaware
of external dangers e.g. jumping from a high wall or from the top of a climbing
frame, walking towards a busy road
�
Often
frightened and will not climb on apparatus
�
Delayed
acquisition of language
�
A
classroom observation will enable the teacher to determine whether there are
certain activities which the child finds difficulty or avoids.
Areas which present particular difficulties to the child are:
�
Development
of perceptual skills (finds form boards, shape sorters and constructional toys
difficult to assemble)
�
Laterality
remains unestablished so the child will use the right hand to complete tasks on
the right side of the body and the left hand to complete tasks on the left side
�
Games
lessons/music and movement classes are often difficult.
The child has difficulty with ball skills and other eye hand and eye foot
co-ordination activities
�
Listening
skills may be poor and the child may not respond to sequential commands
�
Immature
social skills
In addition
to the above the following behaviours can be observed by the age of seven:
�
Problems
adapting to a structured school routine
�
Difficulties
evident in P.E. , poor un co -ordinated movements
�
Slow
at dressing (often look messy) - unable to tie shoe laces
�
Handwriting
barely legible - immature drawings and poor copying skills
�
Literal
use of language
�
Only
able to remember two or three instructions either visually or verbally or both
�
Class
work is completed slowly and is rarely finished
�
Continuing
high levels of motor activity
�
Motor
stereo types - hand flapping or clapping when excited
�
Easily
distressed, very emotional
�
Messy
eaters and have problems using a knife and fork
�
Often
loners - have problems forming a relationship with other youngsters and appear
isolated in the class group
�
The
child may report physical symptoms - migraines, headaches, feeling sick
�
Difficulties
with maths
If there is a
child in your class who may be dyspraxic it is important that the social and
educational environment is adapted to meet his/her needs
REMEMBER
�
The
child may need supervision and encouragement to stay on a task
�
Seating
should allow the child to rest both feet flat on the floor and the child be
encouraged to sit with upright posture
�
The
desk should be at elbow height with a facility to use a sloping surface for
reading and additional activities
�
The
child should be placed so he/she is able to view the teacher directly without
turning the body and be close enough to hear and see instructions.
In addition, he/she should sit where there are minimal distractions e.g.
away from windows or doors
�
Make
prepared recording sheets available to reduce the quantity of handwriting
required
�
Use
lined paper with spaces sufficiently wide to accommodate the child�s
handwriting
�
Attach
the paper to the desk to avoid the unnecessary distress of having to hold it in
a position with one hand while trying to draw or write with the other
�
Break
down activities/tasks into small components
�
Reinforce
verbal instructions by repeating several times and give no more than 3 - 4
instructions at one time
�
Assist
with copying from the board by using different
colour pens/chalks for every line or leave larger gaps after every 3 - 4
words
�
Allow
extra time for completion of a task
�
Ensure
that the child is given a great deal of encouragement and positive feedback
�
Be
aware that during sudden growth spurts difficulties may become more apparent
�
Liaise
with the relevant medical professionals for further advice in the classroom and
P.E. setting
If the
condition is identified early and provision made within the classroom then
subsequent disaffection and reduction in self esteem will be minimised
For
further information please read:
�
Praxis
Makes Perfect
�
Developmental
Dyspraxia, A Practical Manual for Parents and Professionals by
Madeleine
Portwood
�
Dyspraxia
- A Handbook for Therapists by Mich�le Lee and Jenny French
These
publications are available from:
Dyspraxia
Foundation, 8 West Alley, Hitchin, Herts
SG5 1EG
Tel:
01462 454986 (Helpline) Tel:
01462 455016 (Administration) Fax:
01462 455052
Website:
www.dyspraxiafoundation.co.uk
�
Dyspraxia Foundation
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