Developmental Dyspraxia Teaching and Transitioning Building Confidence – Strength to Strength

Dyspraxia Support Group NZ Inc. O Janet Maguire National Field Worker O Support parents, schools, tertiary institutions, teachers, agencies throughout New Zealand through effective liaising O Provide Professional Development – groups, schools and individuals O Oversee children and teen groups – Funlink, Funtween, Funteen and Link up (young adults)

Students with Developmental Dyspraxia O Dyspraxia is not always recognised in schools O Dyspraxia can co-exist with other Learning Disabilities such as Dyslexia, ADHD and Aspergers Syndrome O Not all students will have the same symptoms O Students with Dyspraxia generally have average to above average IQs O Research suggests more boys than girls are diagnosed with Developmental Dyspraxia

Why is learning so difficult for students with Dyspraxia in our schools? O Demands of the curriculum and school O Expectations O Social and emotional difficulties O Low self esteem O Sensory problems O Poor fine and gross motor skills O Lack of understanding about Dyspraxia

In your class, how often do you see? A student: O Who daydreams O Who constantly forgets instructions O Who lacks confidence O Who is often late for class O Who struggles to complete work and is easily frustrated O Who has fine motor coordination difficulties O Who has sensory problems

In your class, how often do you see? A student: O Who has poor social skills – avoids peers O Who is anxious and has low self-esteem O Problems with whole body movement and coordination O Who avoids interacting in class O Who has poor organisation skills O Who under-achieves O Who is often bullied

Meeting the needs of all students O Limit barriers to learning O All learners have strengths and weaknesses O The curriculum is generally centred on printed materials which does not meet the needs of many learners O Use of student Portals There are so many students with different learning needs in my class! Where do I start?

Activity What handwriting is like for a student with Dyspraxia You will need: You have two minutes to write down in your neatest handwriting the following text with your non-writing hand O Students with Dyspraxia find handwriting extremely challenging and stressful O Students with Dyspraxia often have poor coordination O Students with Dyspraxia need tools and strategies for learning

How did you feel? O Anxious O Pressured O Agitated O Frustrated O Panicky O Embarrassed How could you help someone who is having obvious difficulties with handwriting? Pre-writing activities are important. When under pressure to do something you know will be difficult and stressful – You may feel:

How do you organise your day? Do you have: O A laptop O A Diary, Calendar or Organiser O A desk O Paper, Pens etc. O Resources O Hand-outs or notes from PD Sessions, colleagues O Peer support What would you do without these everyday items?

Student Organisers O Students with Developmental Dyspraxia need organisational supports Students also require equipment and organisers to cope with daily timetables and curriculum

Visual Support and equipment for students with high learning needs O IT Tools - a necessity for students with Developmental Dyspraxia O Class Computers, Laptops, i-Pads, i- pods, cameras and Dictaphones

O Assistive Technology (sometimes called Assistive Equipment) embraces a wide range of equipment that can support students by removing barriers to achievement Ministry of Education Tools for Learning

Helping students with Dyspraxia O Allow variation in the way the student works O Adjust your expectations O Allow more time for the student to complete work O Adjust quantity of work O Enable the student to use a laptop or other technology O Break instructions into manageable chunks O Give the student regular breaks – Game, walk, drink, whole class activity O Use a timer

Helping students with Dyspraxia O Have spare writing materials available O Colour code timetables and books O Post homework on the class webpage O Sit the student away from distraction O Seat the student with someone who is able and happy to assist O Provide the student with a lesson hand-out – revision timetables O Transition students before change in teacher/class level

Helping students with Dyspraxia O Dont assume the student has understood your instructions O If possible give Teacher Aide assistance O Provide a reader/writer in exams O Make the student feels included O Ensure pastoral care is available for the student

Helping students with Dyspraxia Make a to do checklist for: O Assignments – What resources do I need O Tomorrow – I need… O Homework – Do I have my homework diary O Transition to home – which bus to catch, bus timetable, after school care Checklists

Boosting Self Esteem O Encourage the student to have a go O Instructions need to be positive O Avoid creating verbal overload – keep interactions brief O Have patience and avoid getting angry O Praise the student for effort O Rewards Low Self Esteem is common in students with Developmental Dyspraxia

Where do I go for Help? O Consult parents O Contact the students previous school/teachers O Discuss any issues or problems with your schools Learning Support Coordinator O Apply for an RTLB Assessment If you have concerns that a student in your class may have a learning difficulty or disability such as Dyspraxia

Transitioning O New School O New teacher O New friends O New classroom O New curriculum O New rules to learn and remember O School and Class outings O Anything not routine O Anxiety Change equals

Preparation for Transition O Contact and meet the new teacher as soon as possible O Information sharing – with all teachers O Visual support for student O Visit the new classroom/s/new school with the student O Individual Education Plan O If possible prepare a visual timetable O Organise and meet with a Buddy How can we prepare a student for change?

Preparation for Transition O Share ideas that worked well for you with the new teacher (A problem shared is a problem halved) How can you help the new teacher?

Moving on to Secondary School O Computing, word processing, graphic design O Arts – Photography O Future aspirations – What type of job he/she may want to do O Sport – Archery, bowls, adapted sport O Focus on Key Competencies O Life Skills Training, Work Experience O Talents, hobbies and skills Choosing a Programme What are the students strengths and how can you help to build them?

NCEA Information pack: O Reader / Writer information O Location map – Room the exam is being held in O Old exam papers O A timer O Mind map templates O Schedule of exams O How to judge timing for each type of question O Understanding the value of each exam question O Support information What support is available for students sitting NCEA Exams?

Preparation for exams O Model how to answer each type of question O Ensure the student understands Key Words in the questions asked O Ensure the students understands time requirements for each question O Give plenty opportunity to practise each type of question Things you can do in class to prepare the student for examinations

Higher Education O All higher learning institutions have Learning Support Centres O When applying to enter university or polytechnic, encourage the student to tick the box which indicates they have a learning problem – help is always available How can we ensure the student receives the help need once in higher education?

We need to remember O We are all different learners – our needs have to be met in a variety of ways – Our students are no different One size does not fit all

References O Dr Amanda Kirby – Transitioning O Dr Amanda Kirby – Top Tips – A Day in the Life of a child with DCD/Dyspraxia O Amanda Kirby – The Adolescent with Developmental Coordination Disorder O Ministry of Education - Guidelines