Physical · Dyspraxia

What is it?

Dyspraxia refers to an inability to carry out and co-ordinate skilled, purposeful movements and gestures with normal accuracy. It occurs across a range of intellectual abilities and presents in a range of ways. Dyspraxia affects everyday life skills such as self-care, educational and recreational activities. Additional issues may include social and emotional difficulties, time management and organization. Dyspraxia can also affect articulation and speech, perception and thought.

What causes it?

The causes are not fully known but research suggests that poor linkages in nerve cells may be evident.

Incidence

Dyspraxia affects approximately 6% of students.

Medical Considerations

Students may have difficulty in group tasks, copying from the board and organising class work. They may have concentration difficulties, trouble following instructions and be easily frustrated. Motor performance is substantially delayed compared to age peers.

Characteristics

Students with dyspraxia have difficulty planning what to do and how to do it. Dyspraxia is a developmental co-ordination disorder and is also classed as a motor learning disability. Particular symptoms or signs that may be present in school-age children with dyspraxia include:

• Having difficulty when in group situations
• Having problems with maths and writing tasks
• Appearing disorganised
• Having poor concentration and listening skills
• Unable to follow instructions independently
• Trying to avoid physical activities
• Feeling angry with themselves
• Gross motor skills such as walking and throwing
• Fine motor skills – such as speech and writing

Support

Students with dyspraxia tend to work better one-on-one than in a whole class situation. Provide additional support during discussion and group instruction and tasks. Peer mentors and SLSOs may be assigned.

Further Information

Brain Foundation

Lesson Preparation & Materials

• Provide graphic organisers for taking notes. Students may be able to highlight text rather than write summaries. Diagrams and larger print may be useful in summaries.
• Provide copies of notes or scaffolds which require minimal completion. Students may have problems remembering what to write down when reading from the board.
• A short checklist for the student to complete may assist with motivation and focus.

Teaching Strategies

• Task completion may be hampered by physical difficulties and ability to confidently start a task or determine completion.
• Factor in opportunities for practice. Skills may need to be broken down into smaller parts using a task analysis. ‘Over-teaching’ may be necessary to ensure that smaller components are achieved. Ensure that the skills are developmentally appropriate.
• Avoid time restrictions on the achievement of goals if possible. Adhering to limits may not be physically possible. Gradually build smaller components into larger skills.
• Ensure that goals are clear and achievable to compensate for planning and organisation problems.
• Make directions clear, explicit and uncomplicated. Have student repeat them to check for understanding. Provide written and verbal direction in tandem where possible.
• Concentration difficulties may affect ability to listen effectively. Consider topic lists or graphic organisers so they can see ‘the whole picture’.
• Verbal cues may help to re-focus or gain attention when required to listen.
• Assist student to identify steps to start and complete tasks. Students should also be encouraged to verbalise the steps they are undertaking through the process of completing a task.
• Students may be frustrated by not being understood. Allow the student to have the option of not presenting verbal information in front of peers if this causes distress.
• Non-verbal communication may be difficult to interpret. Be explicit in use of language.
• Working memory may be impaired. Verbally presented information may not be effectively retained. Support with easy-to-follow written notes.

Feedback & Assessment

• Stress and anxiety are common problems. Learn to recognise early signs of discomfort and seek the advice of the student or parent in seeking solutions.
• Provide frequent and positive feedback for effort. Consider multiple choice, fewer questions and short answers when planning written assessments.
• Special provisions including rest breaks or writers may be required.
• Quality of work may be inconsistent from one day to the next.
• Work may appear hurried and disorganised. Handwriting and planning will need support.
• Always reassure students rather than criticise. Be specific and descriptive with praise remembering to praise effort rather than performance.

Classroom Management

• A lack of coordination may make the student appear clumsy or accident-prone. Staff must be aware of potential difficulties in practical lessons or at recess and lunch. Factor this into risk assessments and classroom layout. Minimise visual distractions and clutter.
• Routines will be important as organisation and task completion will be a struggle. Aim for consistency ie. Similar order or lesson activities and templates for class work to reduce fear and anxiety of the unknown.
• Inability to concentrate, difficulty complying with requests involving fine motor or gross motor, peer avoidance and lack of success may all contribute to behavioural challenges. Awareness and effective planning may explain and predict difficulties. Students may imitate other students when performing tasks as the coordination and organisation to be successful may be difficult to achieve.
• Students may demonstrate avoidance behaviours due to fear of failure. Support students during change of activity or new tasks.
• In some circumstances it helps to explain dyspraxia to peers. Always seek approval from parents and preferably collaborate with the parents and students as to how information should be presented.
• Students may avoid conversation with peers due to language problems. Some social immaturity may be present. The student may need the support of peer buddies, and explicit social skills training to make friendships. May have difficulty ‘reading’ non-verbal gestures.

Peers & SLSOs

• Practical Tasks may need peer or SLSO support due to gross motor problems.
• Students may prefer to work one-on-one to aid focus due to possible reluctance to compete with peers.
• SLSOs may be especially useful for ‘social engineering’, note-taking and keeping student diaries up-to-date.

Have I...

• Arranged for special provisions in assessment tasks – writer, extra time, separate supervision?

• Colour-coded key terms and concepts?

• Displayed unit outlines, objectives and schedules in the classroom?

• Issued materials prior to the lesson for student to preview?

• Provided assistive technologies?