Dyspraxia

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Dyspraxia
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Introduction

• Incidence ? 5-10 of population
• Not so well-researched or understood as dyslexia
• Often picked up later than dyslexia or
  misdiagnosed as dyslexia
• Often occurs with other SpLDs e.g. dyslexia,
  ADHD, Asperger's Syndrome

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Potential difficulties

• Co-ordination
• Memory/attention span
• Writing
• Visual
• Speech/language
• Maths
• Social

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Potential strengths

• Creative/ original thinking
• Determination
• Motivation
• Personal strategies to overcome difficulties
• May read very well

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Quote from expert, David Grant

• "Dyspraxia is similar to an iceberg in two ways.
  Firstly, there is a small visible part with a
  very considerable hidden portion. The visible
  part in the case of dyspraxia is the element of
  clumsiness and associated difficulties with motor
  co-ordination. The hidden aspect is the
  underlying difficulties with attention, memory
  and some tasks requiring perceptual skills. The
  second similarity is that, over time, the visible
  part becomes smaller and less noticeable. This
  gradual melting away analogy refers to the
  observation that co-ordination skills improve
  over time and people also learn to become 'more
  careful'."
• 'That's the way I think - Dyslexia and
  Dyspraxia explained'

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How to help your dyspraxic students
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Empathy

• Be aware that students are easily distracted by
  noise and movement
• Emphasise strengths and encourage use of
  strongest learning modalities
• Give genuine praise when possible
• Avoid comparing with peers
• Never humiliate
• Try to reduce stress e.g. avoid time pressures

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In lectures

• Give clear handouts (ideally on buff coloured
  paper)
• Allow recording
• Write new terms on board
• Repeat and summarise points
• Break things into segments
• Use multi-sensory materials
• Use fewer words

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In tutorials

• Give more time to answer questions/ perform
  tasks/complete coursework
• Allow regular breaks
• Give clear instructions - repeat them/supply
  written notes
• Show students exactly what is required
• Demonstrate procedures several times
• Allow other students to help them
• Encourage them to finish one task before starting
  another

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Study support

• Help with planning and organisation (mindmapping,
  use of Post-Its, etc.)
• Help structuring writing
• Help with proof reading
• Help with reading and research
• Help with time management
• (Help with spelling/ handwriting if desired)

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Exams

• Help with revision
• Organise special arrangements (e.g.
  scribe/reader/extra time) in good time
• May need separate room
• Marking allowances for dyspraxia
• (Be aware that special arrangements must reflect
  normal way of working)

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Assistive Technology etc.

• Read Write Gold
• Mind Genius
• Learn to touch type at www.typingweb.com
• Customise your computer at www.abilitynet.org.uk/
  myway/index.htm

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Further information useful links

• Information for FE/HE teachers
• http//www.brainhe.com/staff/ types/dyspraxiastaff
  .html
• Dyspraxia in adults
• http//www.dyspraxiafoundation.org.uk/services/ad_
  symptoms.php
• Excellent free fact sheets
• http//www.dyscovery.co.uk/ uniform/shop/freefacts
  heets.htm