Friday, August 24, 2012

"All Children Can Learn." - Dyspraxia Foundation - Classroom Guidelines

 The Dyspraxia Foundation 'recognising developmental co-ordination disorders' is supporting children, families and adults with disypraxia.

Get your copy of classrom guidelines on the following:

Students:  Concern, Explanation and Strategies & Accommodations - Wrotomg
Social Skills: Strategies for secondary school
ConcernExplanationStrategies & accommodations
Doesn’t seem to have many friendsDifficulty picking up non-verbal cues so appears tactless to peers
Dislikes being touched
Poor personal hygiene
Communication difficulties
Difficulties understanding humour and sarcasm
Have unusual interests & sometimes use mature language
Social skills training
Sensitively raise self-awareness of personal hygiene issues
Raise awareness among staff/students about dyspraxia & other learning differences
Celebrate individuality
Share examples of good communication
Encourage individuals to participate in lunch activities that match their interests, such as chess or drum lessons
Difficulty working in groupsDifficulty listening focusing on individual voices
Sensitivity to noise, light, temperature
Short attention span
Tendency to opt out when things are too difficult
Place within smaller groups
Allow the group to work in a quieter environment
Allow the individual to move around while working
Support the group
Provide positive feedback to the individual
Difficulty adapting to new situationsStress increases emotional responses, such as fears, emotional outbursts, obsessions
Individual is slow to pick up social cues or unwritten rules of a group/teacher
Allow the individual time to settle
Don’t ask them to do something that is challenging too early
Clarify rules and expectations, using unambiguous language
Provide written reminders of routines etc.
Recognise different learning styles and respond to these
Provide a buddy or mentor to help during periods of change
Immature behaviourWhen stressed, individuals can be over-emotional
They may find it easier to relate to younger children
Be sensitive and anticipate stressful situations
Encourage small group activities with peers who have a common interest
Offer relaxation groups and training
Organisation: Strategies for secondary school
ConcernExplanationStrategies & accommodations
Individual struggles with timetable, is late for lessons and misses special appointmentsStruggles to recall the time of day so is unaware of what should happen next
Can’t tell the time
Is easily distracted
Can’t retain verbal instructions
Difficulty navigating busy corridors, or gets lost easily
Provide a mini laminated timetable
Use colour and symbols on the timetable
Encourage them to wear a watch they can read with an alarm set just before the end of break/lunch
Write down instructions if plans change from the norm (and make sure the special instructions are removed the next day so they aren’t carried out again!)
Provide a pass so the person can go to lunch on the bell
Allow the individual to leave lessons early
Provide a buddy to help get around school
Encourage use of a mini tape recorder or recording pen for short messages about routine changes
Use coloured post-it notes put into planner for special messages
Develop a “daily procedures” book to reinforce routines
Doesn’t have equipment needed for lessonsIs disorganised
Loses equipment
Wants to avoid participating in certain lessons
Encourage the individual to make an equipment timetable to list what is needed each day for school
Allow time for the person to pack their equipment away safely at the end of the lesson
Provide a locker for the individual to keep their PE kit/instruments in, or to hold equipment that the individual usually carries around
Keep a spare set of equipment at school
Work space is disorganisedNeeds to get all equipment out to remind them to do all parts of the task
Worries that won’t be able to find something in their bag quickly if needed
Isn’t aware that too much equipment is out
Encourage the individual to use a clear pencil case so everything can be seen
Encourage the person to get out only necessary equipment onto the desk
Loses workRushes to leave at the end of lessons & leaves stuff behind
Poor filing skills
Allow to pack up a bit early
Encourage use of colour-coded plastic wallets or a concertina file to hold loose papers
Teach the individual how to file papers
Physical Education: Strategies for secondary school
ConcernExplanationStrategies & accommodations
Slow to change for PEHas physical difficulty managing clothes, fastenings, tight socks etc.
Can’t tie laces tight enough
Has difficulty concentrating in a crowded changing room
Wants to avoid the lesson
Allow the individual to start getting ready before the other students
Find a quieter area of the changing room for them to use
Check laces are tied correctly before starting lesson
Forgets kitAvoidance
Poor memory and organisation
Provide a locker for PE kit within the PE area
Be aware of lack of confidence and provide opportunities for the individual to succeed
Slow to follow instructionsPoor auditory processing – may have only just processed one instruction while the next has already been given
Poor motor planning skills
Don’t ask this person to go first as they will often pick up cues from the others about what to do
Pair the individual up with someone who is sensitive and knows what they are doing
Use hand-over-hand methods to demonstrate how to handle equipment, or ask a sensitive peer to help demonstrate/guide
Can’t manage team gamesDifficulty judging speed and distance
Difficulty making quick alterations to own body position
Difficulty adjusting position of body in response to changes in environment
Poor spatial awareness
Lacks ball skills
Poor understanding of rules and strategies
Look for alternative physical activities, particularly individual sports such as golf, running, ice skating, climbing, cycling, yoga, dancing and martial arts.
Movements appear awkward & effortfulTendency to “lock” joints so can’t stabilise some joints while moving others purposefully
Random contraction/relaxation of muscles so seems to be constantly moving
Poor control of force/extent of movements
Don’t draw attention to awkwardness of movements
Break down activities into component parts and teach these separately
Be aware that these individuals take longer to reach increasing skill levels compared to other children
Tires quicklyLow muscle tone affects stamina, balance and ability to hold positions against gravity Offer graded motor activities that gradually increase stamina over time, e.g. number of lengths swum
Be aware that performance will deteriorate during the lesson
Personal presentation: Strategies for secondary school
ConcernExplanationStrategies & accommodations
Looks different to his/her peersThe individual can only tolerate certain fabrics and clothing styles because of the way they feel on their body
Individual can’t manage shoe laces, buttons etc. so clothing choices are limited
Review school uniform policy to see if it can be more flexible. Polo shirts are easier to manage than buttoned shirts, especially on PE days
Find out why a person prefers a particular clothing style. Explore issues of fabric sensitivity etc. within tutor groups to increase tolerance by peers.
Work with parents to identify strategies to help such as sewing on cuff buttons with elastic.
Accept individuality.
Concerns about personal hygieneIndividual has difficulty using a shower or bath at home
Stress increases perspiration
Individual may be reluctant to use school toilets because of intimidation
Individual may have difficulty with the practicalities of toileting and cleaning
Talk sensitively to the individual about how it’s necessary to shower more frequently during adolescence.
Find out if there are practical reasons why washing is difficult and contact the OT for advice if necessary
Minimise stress and offer relaxation sessions
Find out if there are reasons why a person won’t use the toilets. Arrange for them to use other loos if appropriate.
OTs can offer advice about self-care issues such as toileting, dressing etc. Suggest you can make a referral to help an individual to develop their independence skills.
Handling equipment: Strategies for secondary school
ConcernExplanationStrategies & accommodations
Can’t draw straight linesDifficulty holding ruler steady with one hand Suggest use of ridged rulers or those with a cork backing
Provide “labelling templates” with measured spaces to help centre underlining
Holds pen in upright positionHasn’t developed in-hand manipulative skills
Poor hand strength
Try a Stabilo ‘S Move pen
Try writing on a sloping surface
Can’t control a computer mouse wellPoor isolation of fingers to click buttons
Delayed responses so holds button down for too long
Poor control of extent of movements
Try a range of alternatives including smaller models, left hand models, roller balls etc.
Adjust the repeat button speed
Difficulty pouring, measuring etc. during technology and science. Health and safety concernsPoor control of force/extent of movements
Tendency to lean forward over the table for extra stability affects fluency of arm movements
Poor balance means some people struggle when sitting on high stools
Pair individuals with a buddy who will pour, move and measure
Make sure groups are not working too close together
Provide stools with foot rests and arms or allow the individual to stand up when handling equipment
Secure equipment to the desk if possible
Using scissors, compass etcDifficulty with activities requiring use of both hands together
Can’t remember how to use equipment
Allow and encourage the individual to use special equipment they find helpful e.g. looped scissors, circle scribe compass etc
Provide clear instructions about how to use equipment if needed
Difficulty using woodwork toolsDifficulty stabilising materials with one hand whilst using equipment with the other
Noise of sawing is overwhelming
Secure materials where possible
Watch for signs of stress due to noise and allow time out
Homework & messages home: strategies for secondary school
ConcernExplanationStrategies & accommodations
Homework isn’t handed inIndividual hasn’t written homework requirements down correctly
Forgets to hand homework in
Doesn’t know where to hand homework in
Give homework at the start of the lesson
Write homework requirements on a slip of paper for individual to stick into their planne
r Put a sticker on planners to indicate people who need help to note their homework down. Write it in as you walk round the class. Collect the planners of people who need help at the start of the lesson and write homework down for them
Make sure the individual knows the system for handing in homework
Encourage form tutors to prompt individuals to hand in homework as part of a regular routine
Help the individual to set up a timetable to show when homework should be handed in
Work with parents to set up a system at home so the individual can plan ahead, particularly for project work
Before giving a detention for missing homework try to find out why homework hasn’t been completed.
Homework is of a higher standard than class workIndividual is less distracted at home so finds it easier to focus
Parents provide support with planning and organisation of work
Find out what support parents are providing at home – it is likely to be with the practical aspects of the task which allows the individual to concentrate on the content
Find out how much time an individual is spending on homework. Suggest suitable time limits.
Messages don’t reach homeIndividual loses pieces of paper
Forgets to hand papers to parents
For important messages, contact parents directly
Help the individual to use their planner effectively
Encourage individuals to put messages and letters into a clear plastic wallet
Work with parents to use the planner as an effective means of communication
Lunch times: Strategies for secondary school


Dyspraxia Foundation Secondary Classroom Guidelines

The Dyspraxia Foundation has launched their Secondary Classroom Guidelines to coincide with its Teens to Adults campaign. The new school guidelines focus attention on aspects of organisation and learning which present significant difficulties for young people with dyspraxia.
The Secondary Classroom Guidelines can be found below along with an article focussing on teenagers’ issues which was recently published in SEN Magazine. (download the article here)

TThe new guidelines complement the Dyspraxia Foundation Classroom Guidelines for teachers in primary schools. Both sets of guidelines can also be found on the foundation’s website. Feedback about education issues is always welcome and can be sent to Wendy Fidler, Chair of the Education Panel, via the Dyspraxia Foundation Head Office.

Dyspraxia Foundation - Classroom Guidelines

  1. Dyspraxia Foundation

    ... Find out about Dyspraxia Dynamo ... see the Dyspraxia Foundation National Adult Support group ... with developmental coordination disorder (including dyspraxia) are ...
  2. Dyspraxia, Developmental Co-ordination Disorder, Perceptuo ...

    Dyspraxia, Developmental Co-ordination Disorder and Perceptuo-Motor Dysfunction Highland Disorder Group ... of Developmental Coordination Disorder. To support ...
  3. Developmental Coordination Disorder - Resources - Apraxia-KIDS

    Join Apraxia-KIDS Email Group List ... Developmental Coordination Disorder - Resources ... Support for DCD Dyspraxia Foundation UK Dyspraxia USA
  4. Dyspraxia or developmental coordination disorder? Unravelling ...

    The inaugural UK interdisciplinary forum on dyspraxia in ... from psychological support, perhaps in groups ... Review Developmental coordination disorder (dyspraxia): an ...
  5. Dyspraxia (Children) - NHS Choices

    I have a facebook page Dyspraxia Foundation National Adult Support Group ... ... this could be rewoerded as Developmental Coordination Disorder ...
  6. Developmental coordination disorder - Treating dyspraxia

    Dyspraxia (also known as developmental co-ordination disorder ... Dyspraxia Foundation has a network of local support groups ... dyspraxia; Developmental coordination disorder ...
  7. Developmental Coordination Disorder: Dyspraxia / DCD ...

    ... of Developmental Coordination Disorder ... work with any group ... affected by Dyspraxia or Developmental Coordination Disorder ...
  8. Developmental dyspraxia - Wikipedia, the free encyclopedia

    ... dyspraxia (referred to as developmental coordination disorder ... UK ... support their learning. Other names. Collier first described developmental dyspraxia as 'congenital ...
  9. ::) Dyspraxia, praxis, developmental dyspraxia, developmental ...

    ( Dyspraxia Foundation , UK ) 'Developmental Dyspraxia' or 'Developmental Co-ordination Disorder' is ... mouth requires fine motor coordination ... • Performs poorly in group but ...
  10. Julia Dyer Childrens physiotherapy practice - assessment ...

    ... for parents of children with developmental and neurological conditions. Dyspraxia/Developmental Coordination Disorder ... UK support group helping children ...

No comments:

Post a Comment

Hi-5! Thank you for caring. Thank you for sharing. Enjoy & ENJOY! Join us on Google Buzz, Yahoo, Twitter and Facebook.