spld test evaluation committee (stec) geraldine price, julia kender, janet skinner dyspraxia
TRANSCRIPT
SPLD TEST EVALUATION COMMITTEE (STEC)
GERALDINE PRICE, JULIA KENDER, JANET SKINNER
Dyspraxia
Overview
Discussion workshop on where we are in assessment and support of dyspraxia
Education or Health?Practical interventionsWorking towards a definitionAssessment toolsThe way forward
Controversy
Confusion among practitioners – very mixed messages
Dyspraxia or DCD?
Education or Health?
Who is qualified to assess?
What are we looking for?
Overlap with other SpLDs
Commonly agreed that dyspraxia often overlaps with other SpLDs
Many challenges similar to that of dyslexic students – disorganisation; time keeping; managing workload; note-taking and handwriting organising ideas in written form; memory and attention span; visual & oral difficulties; maths & numerical
Less likely to have difficulties with spelling and reading
Challenges in HE?
What do you consider are the main challenges in HE?
How does dyspraxia support differ from dyslexia support?
How can we work with students?
Challenges in HE
Some examples:Practical work – laboratories/placement
Personal organisation – daily living; orientation around campus
Work organisation; keeping to deadlines; following visual timetables
Social skills – difficulty with social communication; group work
Definitions
Consider the definition
What is useful?What is relevant?What would you add or omit from this definition?How important is the label/definition?How important are emotional issues?
Importance of case history
Questionnaires –http://www.boxofideas.org/
then choose ‘Practical skills at school: Further Education and University’
(Amanda Kirby)
http://www.dyspraxiafoundation.org.uk/services/ad_symptoms.php
http://www.brainhe.com/students/types/dyspraxia.html
Example of questionnaire
What questionnaires are in use in your institution? How helpful are they?
Consider the questionnaire
How could this be used in your institution?
Assessment tools
What assessment tools can we use as practitioners?
How can we separate out medical and educational aspects of dyspraxia without involving multiple assessment?
What conclusions can be drawn without a medical assessment of motor co-ordination difficulties?
Assessment
Questionnaire to gain history
SASC diagnostic assessment tools
Beery Test Visual Motor co-ordination
Test of Visual Perception Skills (TVPS)
Handwriting assessment/speed compared with speed on computer
Final Considerations
Specific learning difficulty consistent with dyspraxic profile? Specific learning difficulty of a dyspraxic nature?
What guidance do you think would be helpful for assessors when updating SASC guidelines for assessors?
Contact details
Dr Geraldine Price [email protected] Kender [email protected] Janet Skinner [email protected]
Further reading
Drew, S (2005) Developmental Co-ordination Disorder in Adults London, Whurr Publishers
Grant, D (2007) That’s the way I think: Dyslexia and Dyspraxia explained Abingdon, Routledge
Kirby A, Edwards L, Sugden D, Rosenblum S, The development and standardization of the Adult Developmental Co-ordination Disorders/Dyspraxia Checklist (ADC) :Research in Developmental Disabilities 31 (2010) 131–139:Elsevier
Hulme, C & Snowling MJ (2009) Developmental Disorders of Language Learning & Cognition Chichester, Wiley-Blackwell
Further Reading contd
http://www.boxofideas.org/
http://www.danda.org.uk/
http://www.dcd-uk.org/index.html(Leeds Consensus 2006)
http://www.nha-handwriting.org.uk/index.htm