DYSPRAXIA

Neurodiversity is an umbrella term used to describe the different ways a person’s brain processes information. It is estimated that around 1 in 7 people in the UK are neurodivergent. Dyspraxia comes under this umbrella.   

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Features of dyspraxia

• Dyspraxia is a lifelong condition.
• Dyspraxia is a form of developmental coordination disorder (DCD) causing difficulties with gross and fine motor skills.
• Dyspraxia can also affect speech, perception and thought..
• Poor co-ordination makes it difficult to jump, hop, catch or kick a ball.
• Students may find using scissors, writing neatly, threading beads or tying shoelaces difficult.
• Students may find walking up and down stairs difficult.
• Some students may find it difficult to concentrate.
• Some students may find it difficult to organise themselves.
• Some students may become frustrated and develop low self-esteem and behavioural problems.
• Older students may try to avoid having to write in lessons or taking part in physical education classes.

Managing dyspraxia

• Dyspraxia cannot be cured, but students can be helped to overcome the challenges they face.
• A small number of children may see symptoms diminish as they get older
• Most children will need professional help to reach their full potential.
• Making an early assessment is crucial to providing appropriate help.
• The most common intervention is a task-orientated approach. This involves working on specific tasks that cause difficulties and finding ways to overcome the difficulty.
• Tasks are generally broken down into small steps, teaching specific movements and practising regularly.

Supporting students with dyspraxia

Early identification and assessment

• Medical diagnosis via a GP with referral to a Paediatrician & Occupational Therapist (OT) will help a child access the help they need.
• A cognitive assessment by an educational psychologist or specialist teacher may highlight weaknesses in working memory and speed of processing.

Help with organisation

• Target support to identify an individual student’s strengths and weaknesses.
• A clear and predictable daily routine can help develop independence.
• Print out homework tasks or give out homework at the start of the lesson and allow time for students to seek clarification.
• Prompts to remember appropriate resources and help in organising work and notes are helpful.

 Help in class

• Build in opportunities for students to practice task-oriented skills.
• When teaching writing skills use a multi-sensory letter formation, use sandpaper, rice trays and air writing.
• In PE help develop co-ordination with beanbag throwing, walking on a line and provide balance or wobble boards.
• Make eye contact before giving instructions, use straightforward language and give one or two-step instructions.
• Give time for processing and wait for a response.
• Give visual clues as well as oral instructions.
• A low stimulus learning environment will help if a student is easily distracted.

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