Primary Schools and dyspraxia

When your child starts in nursery or reception class, at the age of three or four may be the first opportunity you have to discuss concerns about their development.

Parents know their children better than any one else and will have seen evidence in the home environment of the problems the child is likely to face in school.

The teacher or support assistant should be able to confirm whether your child is finding particular tasks difficult, in relation to other youngsters of the same age.

If you are a teacher who is concerned about a child's development, speak to the parent as soon as possible and obtain information about the child's achievements of early milestones.

A classroom observation should enable you 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. 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 or music and movement classes. The child has difficulty with ball skills and with other eye/hand and eye/foot coordination activities
• Listening skills may be poor. The child may not respond to sequential commands
• Immature social skills and behavioural problems.

In addition to these areas, the following behaviours can often be observed by the age of seven:

• Problems in adapting to a structured school routine
• Difficulties evident in P.E. Poor and uncoordinated movements
• Slow at dressing. Often looks messy. Unable to tie shoe laces
• Handwriting is barely legible. Immature drawings and poor copying skills
• Literal use of language
• Difficulties with maths
• Difficulties with reading and spelling
• Remembers only two or three instructions given visually and/or verbally
• Class work is completed slowly and is rarely finished
• Continuing high levels of motor activity
• Hands flap or clap when excited
• Easily distressed, very emotional
• Messy eater. Has problems using a knife and fork
• Often a loner. Has problems forming a relationship with other youngsters and appears isolated in the class group. May be the subject of bullying
• May report recurring physical symptoms - migraines, headaches, feeling sick

If you have a child in your class who may have dyspraxia it is important that the social and educational environment is adapted to meet their needs. If the child's condition is identified early and provision is made within the classroom, the risk of subsequent disaffection and reduction in self esteem will be minimised.

Classroom provision for the child with dyspraxia

• The child may need supervision and encouragement to persevere with a task
• Seating should allow the child to rest both feet flat on the floor. The child should be encouraged to sit with upright posture
• The desk should be at elbow height with a sloping surface
• The child should be placed so that they are able to view the teacher directly without turning their body; and are close enough to hear and see instructions.
• The child should sit where there are minimal distractions, away from windows or doors
• Pre-prepared recording sheets reduce the quantity of handwriting required
• Lined paper with sufficiently wide spaces will accommodate the child's handwriting
• Attach the paper to the desk with a bulldog clip. This avoids the child having to hold the paper still with one hand while trying to draw or write with the other
• Break down activities/tasks into small components
• Reinforce verbal instructions by repeating them several times. Give no more than three or four instructions at one time
• Assist the child with copying from the board by using different colour pens/chalks for every line or leave larger gaps after every three or four words
• Allow extra time for completion of a task
• Be aware that difficulties may become more apparent during the child's sudden growth spurts
• Ensure that the child is given a great deal of encouragement and positive feedback
• Liaise with the relevant medical professionals for further advice in the classroom and P.E. setting