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Dyspraxia is increasingly common in young children. This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated. In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school. Children with dyspraxia are frequently beset by frustrations as a result of their differences, can be misunderstood both at home and at school, and are very often bullied. This practical guide considers: the issue of giving children labels strategies to reduce stress the value of movement programmes raising self-esteem the transition to secondary school particular challenges faced during Puberty/adolescence handwriting as an indicator of dyspraxia. Including practical activities with additional material for secondary pupils this book shows children how to articulate their differences using individualised explanations, and then go on to succeed having recognised where their talents lie. Dyspraxia 5-14 is essential reading for teachers, parents, SENCos, teaching assistants and trainee teachers who want to improve their understanding of dyspraxia and its implications for children in Key stages 1-3.
Following on from the author's Dyspraxia in the Early Years, this book takes a very practical view of dyspraxia in children aged 5 to 11 and considers ways of helping teachers and parents to understand this complex condition. The text is based on a developmental framework and areas covered include making friends, coping with the curriculum and boosting the child's self-esteem. It will provide advice and guidance on how to ensure that the most effective support is given to the child in school.
Built upon the good practice for which the Dyscovery Centre has become so well known, this book takes a broader view of the difficulties that those with additional needs face. It considers whether this is a health, educational or social difficulty and what the wider implications are for the individual and how they manage at home and in the community. The authors look at what happens, what can be done to help and what changes occur as the child becomes an adolescent and eventually an adult. Teachers, SENCOs, teaching assistants, occupational therapists, physiotherapists, speech and language therapists and parents of children with dyspraxia or developmental co-ordination disorders should find this book stimulates their thinking and helps them in their work.
The aim of this text is to promote an understanding of dyspraxia and movement development among professionals who work with children, and also to offer a text which is accessible to parents. It presents a cognitive processing model of dyspraxia from a developmental perspective, and addresses issues of social development in addition to the more easily observable motor planning difficulties which are associated with dyspraxia. The difficulties which may face the dyspraxic child at home and at school are described with strategies for managing their difficulties. Details are provided of the support services available and how they may be accessed.
In this text, the emphasis is placed on the theoretical aspects of developmental dyspraxia, the latest research data and the neurological basis of the condition. The focus is to enable professionals to diagnose the disorder and determine the most appropriate and effective methods of intervention.
Specific learning difficulties such as dyslexia, dyspraxia and dyscalculia affect at least one in ten children, causing poor performance in school and often leading to emotional problems and low self-esteem. These children need a high level of understanding, encouragement and support from their teacher in order to achieve their full potential in an inclusive environment. The Effective Teachers' Guide to Dyslexia and other Specific Learning Difficultiesoffers the ordinary classroom teacher practical advice, information and enlightenment that will help them to bridge the gap between theory and practice, and equip them with a range of strategies with which to tackle everyday classroom situations. This book expertly guides the reader through: The legal and policy context An explanation of terms and definitions Interventions and rationale Approaches related to different curriculum subjects Provision for dyscalulia and acalculia Taking account ofrecent policy changes, and with an emphasis on what works in the classroom, this book will prove a practical, readable and invaluable resource for the busy practitioner.
The aim of this text is to promote an understanding of dyspraxia and movement development among professionals who work with children, and also to offer a text which is accessible to parents. It presents a cognitive processing model of dyspraxia from a developmental perspective, and addresses issues of social development in addition to the more easily observable motor planning difficulties which are associated with dyspraxia. The difficulties which may face the dyspraxic child at home and at school are described with strategies for managing their difficulties. Details are provided of the support services available and how they may be accessed.
Building Blocks for Learning Occupational Therapy Approaches is a resource book for educational staff and pediatric occupational therapists, especially those new to the field. It shows how the implications of physical, psychological, social, and learning difficulties impact upon children’s abilities. This highly practical book will help readers recognize when a student’s poor performance within the classroom is a result of a medical condition or underlying motor and perceptual deficits.
Many children experience difficulties which impact on their learning at home and school. Some children are considered to have a specific learning difficulty such as dyslexia or dyspraxia, but other children display a range of indicators which cross the boundaries of specific named 'conditions'. If teachers are to offer appropriate support, the authors of this highly practical book argue that they must look beyond the label to assess the whole child. This is an informative book which: * encourages teachers to consider children as individuals rather than attempting to match them to existing sets of indicators * pinpoints the overlap of indicators within different specific learning difficulties * considers the process of assessment * explains the implications of the children's difficulties * offers tried-and-tested strategies to promote inclusive learning. Teachers, teaching assistants, Special Educational Needs Co-ordinators and students undertaking teacher education courses will all find this a refreshingly accessible book.
‘A wealth of ideas and opinions providing usable ways forward for colleagues in mainstream to best support their pupils with DCD. I can wholeheartedly recommend it’ – Afasic News `This book has pulled together the expertise of a number of well-known professionals. We like the way Nichola Jones 'sets the scene', and outlines the child's main difficulties in the education environment... [T]his is a very practical book offering plenty of ideas in an area where teachers often have less confidence to put a programme in place' - SATIPS `This is an accessible overview of issues pertaining to the inclusion of children and young people wit Dyspraxia/developmental co-ordination disorder (DCD). Nichola Jones has drawn together contributions form a wider range of experts in the Dyspraxia field and produced a coherent account of how the needs of children can be met in ways that move beyond a focus solely based on individual interventions' - SENCO Update `This is both an interesting and very useful book for any primary practitioner. It also provides enough references and ideas to encourage professionals to investigate and learn more about Dyspraxia/developmental co-ordination disorder. This is a book that will fit perfectly on your bookshelf' - Special Needs Coordinators file Nichola Jones shows how to plan a whole school approach to including children with dyspraxia and developmental co-ordination disorder in this short and accessible guide. It offers those in managerial and supervisory roles within schools and special education support services clear guidance on successful models of provision that have worked successfully in schools and LEAs. By focusing on the key aspects of service delivery and drawing on well known specialists within the field, the book includes sections on: - planning strategically for inclusive practice; - assessment; - handwriting; - gross motor programmes - adapting the PE curriculum; - supporting parents; - working with other agencies; - listening to the children involved. SENCOs, class teachers, LEA advisers and support agencies will find it an invaluable guide to successful inclusive practice.