Jane Milde, Paediatric Occupational Therapist

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WORKING TOGETHER IN A MAIN STREAM
SCHOOL SETTING WITH CHILDREN WITH
DEVELOPMENTAL CO-ORDINATION DISORDER

• Jane Milde, Paediatric Occupational
  Therapist
• Jan Boreham, Head Physiotherapist,
• Paediatrics Learning
  Disability

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• Multi-disciplinary
• Audit of DCD Services 1998-2003
• Improved liaison with parents and teachers
• Standardised assessment procedure across Powys
• Delivery of minimum 8 treatment sessions
• (Lee Smith 1998, The Effectiveness of
  Physiotherapy for Dyspraxia)

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DCD CARE PATHWAY
Consultant Paediatrician
OT Assess
SALT
Psychology
Set Goals
PT Assess
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• The team for the DCD Group-
• CHILD
• Parents
• Therapists
• Therapy Assistants
• Support Assistants
• SENCO
• Teachers

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• Benefits of team approach-
• Access to RX for children
• Fun
• Close liaison with education staff
• One stop shop multi-disciplinary approach

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Developmental Coordination Disorder

• Developmental Coordination Disorder is becoming
  the most commonly used term to describe children
  with the difficulties we have described.
• It is a term defined by the American Psychiatric
  Association in the Diagnostic and Statistical
  Manual IV (1994) and contains four criteria-
• 1) Performance in activities involving motor
  coordination is substantially below that
  given a childs chronological age and
  intelligence.
• 2) The difficulties in 1 significantly
  interfere with academic
• achievement or
• activities of daily living.
• 3) The difficulties are not due to a general
  medical condition such as
• cerebral palsy.
• 4) The difficulties are over and above any
  level of mental retardation or learning
  difficulty.

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• The Special Education Needs (SEN) Code of
  Practice states-
• Partnership with parents plays a key role in
  promoting a culture of co-operation between
  parents, schools, LEA and others (therapist and
  specialists). This is important in enabling
  children and young people to achieve their
  potential
• (SEN Code of Practice 2001, p.16).

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• THE PRINCIPLES

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• ACCURATE ASSESSMENT

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• RETURN TO BASIC MOVEMENTS

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• RETURN TO BASIC MOVEMENTS

LITTLE AND OFTEN
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VARIETY OF PRACTICE
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MEANINGFUL ENJOYABLE
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• RETURN TO BASIC MOVEMENTS

ADAPTING ANALYSING TASKS
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EXPERT SCAFFOLDING
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KNOWING DOING
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CHANGING ASSOCIATED BEHAVIOUR

• RETURN TO BASIC MOVEMENTS

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CASCADING