Dyspraxia

Dyspraxia is an impairment or immaturity of the organisation of movement which results in the inability to achieve a particular outcome, eg using a knife and fork or writing a word.  Dyspraxia affects the planning of what to do and how to do it.   It has 3 components:

• forming the idea and knowing what to do

• organising the sequence of movements involved in the task

• carrying out the planned movements in sequence

The condition is believed to be the result of an immaturity of neurone development in the brain. Dyspraxic pupils are likely to perform better orally.  Dyspraxia is thought to affect up to 10% of the population, with males four times more likely to be affected than females.

There may be an overlap with other conditions.

Difficulties

  • balance and coordination
  • gross motor skills (poor balance, posture, hand/eye co-ordination, lack of rhythm, clumsy movement, tendency to bump into things)
  • fine motor skills (poor manual dexterity – using cutlery, musical instrument, tools, difficulty dressing)
  • may need more time to learn new skills
  • perceptual weakness  interpreting all the senses: visual, auditory, direction, position, time
  • visual/auditory memory
  • short attention and concentration spans
  • possible reading and spelling problems/ tracking problems
  • speech is often unclear, may have uncontrolled pitch, rate, volume, may talk continuously
  • problem-solving
  • organisational skills/forgetfulness
  • peer group relationships - find team work difficult
  • controlling emotions

Support Strategies

Ensure that

  • pupil is given a personal daily plan of class activities
  • chair height allows pupil to sit in good writing position
  • pupil is near teacher and facing blackboard, limiting distraction
  • instructions are reinforced and clearly understood – check by asking pupil to explain eg to another, what  needs to be done
  • teaching is broken down into small steps
  • opportunities exist for extra practice and consolidation
  • amount of written work and copying from board is limited – supply photocopied notes
  • help is given with layout of work
  • time is given to assimilate information and respond verbally
  • consideration is given to alternative forms of presentation/recording work
  • work to strengths eg verbal skills, reading skills
  • homework is clearly noted and pupil is encouraged to use homework diary as organization aid
  • differentiation of homework may be necessary
  • in severe cases support when using dangerous tools/chemicals

Additional information

  • triangular-barrelled pens, pencils and crayons help grip (SfL have pencil grips)
  • a sloping writing board may be useful
  • ICT is an excellent support tool
  • seek advice from relevant agencies eg occupational/speech therapy
  • good home-school liaison is required
  • SAA may be required according to need

Recommended Reading

Developmental Dyspraxia, Portwoode, M (1990), Fulton, London  ISBN 1897 585

Dyspraxia – A Guide for Teachers and Parents, Kate Ripley, Bob Daines & Jenny Barrett, Fulton, London 1997 (in SfL)

Living with Dyspraxia, Mary Colley  (in SfL)

Web Site

Dyspraxia Foundation

www.dyspraxiafoundation.org.uk