1. Practical Strategies for Supporting Perceptual Motor Difficulties Presented by Greg Jones (Rossett EMS for SpLD) Helen Muschik (Occupational Therapist)

2. Afternoon Objective “Sharing the learning outcomes” To provide practical strategies for managing children with perceptual motor difficulties.

3. We think that YOU think… I find it easy to identify the problems but I don’t find the resources that helpful. I have limited knowledge on these issues, I would seek advice from other people. If a child is clumsy and has persistently awful handwriting, I’ll get them to spend more time on their handwriting. I don’t have the time or staff to manage this effectively – this should be dealt with by professionals. We don’t have time in the curriculum to spend more focus on P.E skills. “Write from the start” is great – the child can work through the worksheets fairly independently. This child just needs practice, I’m sure it’d have been picked up in early years.

4. The Awareness Task Come on, it was inevitable on a programme like this! 1.Get into groups of 4 – number yourselves 1-4 2.Collect a ball each 3.Stand in a square – stand on ONE foot! Number 1’s – pass to No. 2, catch from No. 4 Number 2’s – pass to No. 3, catch from No. 1 Number 3’s – pass to No. 4, catch from No. 2 Number 4’s – pass to No. 1, catch from No. 3

5. 3 2 14 Single Bounce Under-arm Throw Over-arm Throw

6. How did you feel? Did other people find it easier than you – how did this make you feel? If you found it hard, what did you find yourself doing to compensate?

7. Perceptual Motor Difficulties: The Spectrum Mild Impairment Significant Impairment Sensory-Motor Processing Perceptual ProcessingMotor Coordination Motor Organisation

8. Developmental Coordination Disorder [DCD] – a Specific Learning Difficulty “a marked impairment in the development of motor coordination that is not explicable in terms of general intellectual retardation or of any specific congenital or acquired neurological disorder”. (WHO / American Psychiatric Association) Dyspraxia – impairment in the organisation / planning / sequence of movement.

9. What might you see? PLAYGROUND Might prefer to play alone or engage in more fantasy / verbal games Child may enjoy throwing themselves around and falling to the floor Bumps into other children during play Child may freeze in one spot when there is a lot of movement around them

10. What might you see? P.E Delayed in learning new skills Long time getting dressed / will put clothes back to front / wrong way Have difficulty copying movements modelled for them Movements are erratic and not timed accurately Easily frustrated / angry Tires quickly in comparison to peers

11. What might you see? CARPET TIME Leans on furniture or peers Reluctant to answer questions Has difficulty sitting still

12. What might you see? LUNCH Overfill glass with juice/ water Chooses to eat meals with their hands. Doesn’t like to sit close to peers Spillages when bringing food to their mouth Struggles with holding tray (with bag?) Avoids / fears crowded dinner hall

13. What might you see? CLASSROOM Has difficulty organising materials / workspace ready for a task Avoids ‘doing’ by talking. Needs instructions repeated – slow to grasp new information Works slowly Rushes through tasks to get them over and done with Lacks perseverance – gives up on tasks Verbally creative Takes a long time to copy things off the board.

14. What might you see? BEHAVIOUR May choose solitary activities such as reading rather than physical activities Poor self-belief Low confidence for taking part in activities Class clown Socially isolated – mocked for their clumsiness

15. Unusual Profiles Reading better than 99% of children Spelling weaker than 98% Maths weaker than 95% Poor handwriting Level 3a Reading, but 2a Writing Orally bright and hard working Highly competitive in sport

16. Supporting Children and Young People with Co-ordination Difficulties A practical introduction and manual for schools emphasising Early Identification, inclusive Wave 1 and Pupil & Parent Voice. Includes FAQs. A series of activities based on core areas of gross then fine motor difficulty (balance, visual tracking, bi-lateral integration, handwriting…) and behaviour. Pupil Voice (e.g. p. 76 - 9) - central to prioritising provision based on functional skills. IS it a “handwriting problem” for him?  How is their skill / behaviour a barrier for them? Suggested resources / materials and where to buy them. http://cyps.northyorks.gov.uk/CHttpHandler.ashx?id=12976&p=0 NB The “journey” on p. 19 is for North Yorks (2 terms focus)

17. Process Orientation Approach VS Task Centred Approach Task centred approaches to skill development: Instruct Rehearse Mastered This resource presents a process orientation approach which identifies the underlying skills needed for a specific movement.

18. Assessment - Video  You have identified a child that is performing less well than their peers through observations / communicating with other staff. RECORD OBSERVATIONS  Video footage of a therapy assessment. Imagine you were watching this child in the playground or during P.E.  Use pages 105-108.  Relevant (gross motor) activities on p.148-56

19. General Ideas and Strategies  Increased time  Break tasks down – what do I need to differentiate?  Focus on strengths/interests as well as limitations – self-esteem.  Always assess the environment – can you remove any obstacles / clutter?  Children with movement disorders typically have average intelligence.  Look for social isolation (e.g. playground) – provide opportunities for them to develop relationships.  Set achievable goals