supporting children and young people with co-ordination ... · activities to support pupils with...

Children and Young People’s Service

A responsive County Council providing excellent and efficient local services

Supporting Children and Young People with Co-ordination Difficulties


Presence Participation Achievement

1

Contents

Foreword Professor David Sugden, University of Leeds, p5p7Rationale p9The Leeds Consensus Statement p10

Introduction

Rationale

Definitions and Common Characteristics● An overview of developmental conditions p11-12.● Characteristics you may observe in a pupil with co-

ordination difficulties in school p13-14.

Section One

Frequently Asked Questions● Frequently asked questions with links to the document

p15-18.

Section Two

Section Three Effective Provision and The Inclusive School● Outline procedure p19.● Effective Provision p20.● The Inclusive School p21-22.● Wave Model of Provision p23-25.● Overview of Interventions for Pupils with Co-ordination

difficulties p26-27.

Wave 1● Wave 1 Quality First Teaching p29-30.● Early Years Strategies p31-32.● Promoting Independence Skills p33-35.● Reading and Recording p37-42.● Assistive Technology p43-44.● Supporting Numeracy p45-46.● Movement and Mobility p47-49.● Communication, Social and Emotional Difficulties p51-52.● Sensory Regulation Difficulties p53-55.● Inclusive P.E. p57.● Extended Schools p59.

Section Four

Wave 2● Wave 2 introduction p61.● Wave 2 Interventions p62-64.

Section Five

Wave 3● Wave 3 Developing Skills p65-66.● Goal Directed Learning using Cognitive Strategies p67-68.● Examination Access Arrangements p69.

Section Six

Specialist and Individual● Occupational Therapy and Physiotherapy Support p71.● Specialist Assessment p72.

Section Seven



2

Contents (Continued)

Section Eight

Section Nine

Section Ten

Pupils, Parents and Carers● Pupil Participation - involving pupils in their own learning

p73-75.● Pupil Questionnaire 1 p76-77.● Pupil Questionnaire 2 p78-79.● Pupil Questionnaire 3 p80-81.● Parents/Carers as Partners p82.● Parental Questionnaire p83-86.

Assessments● Checklist 1 Initial Observations p97.● Checklist 2a - Fine Motor/Handwriting p98.● Gross Motor/Multi-Skills 2b p99-100.● Teacher Questionnaire p101-104.● Walking/Running/Crawling p105.● Balancing p106.● Jumping Assessment p107.● Throwing and Catching Assessment p108.● Visual Perception Assessment - mazes p109-122.● Crossing the Mid-line p123.● Fine Motor Skills p124-136.

Appendix One

Wave 1 and 2● Co-ordination Difficulties Awareness (School Audit) p137.● Successful Transition (School Audit) p138.● Developing Keyboard Skills p139.● Social Stories p140.● Promoting Organisational Skills in the Secondary School

p141.● Pupil Organisational Skills Questionnaire p142-44.● School Organisational Skills Questionnaire p145-146.

Appendix Two

A Motor Skills Programme● Intervention Programme Planning Sheet p147.● Activities to support development of gross motor skills:

1 Balance p148.2 Visual Tracking p149.3 Trunk Stability p150-151.4 Bi-lateral Integration p152.5 Strengthening Shoulder Girdle p153-154.6 Proprioception p155-156.

Appendix Three

Self-Esteem● Developing Self-Esteem p87-91.

Managing Transitions● Managing Transitions p93-95.



3

Contents (Continued)

Appendix Three(Continued)

Appendix Four

A Motor Skills Programme (Continued)● Fine Motor Skills Resources p157-159.● Activities to support pupils with Verbal Dyspraxia p160.

Handwriting Support● Beginning to teach handwriting p161-163.● Handwriting Assessment p164.● Improving Handwriting - a checklist p165.● Handwriting Exercises for Pupils p166-167.● Handwriting Reminders p168.● Handwriting Pupil Questionnaire p169.● Record sheet for letter formation p170.● Record sheet for letter joins p171-172.● Writing Numbers p173.

Appendix Five

● Classroom/Further Resources p185-188.● Handwriting Resources p189.● Suppliers p190-192.

Resources

● p193-194.Glossary

More In-depth Information● Overview of common characteristics p175.● Speech and language difficulties p176.● Verbal dyspraxia p177-178.● Sensory processing and sensory modulation p179-182.● Visual and Perceptual Difficulties p183-184.

● p195-196.Further Reading

● p197-199.References



4

David SugdenProfessor of Special Needs in Education, University of Leeds

I am very pleased to find a Local Authority developing resource materials for children/youngpeople with co-ordination difficulties, a group of children/young people who until recently havenot been given the attention they deserve. Now with this resource the teachers, teachingassistants and other professionals in North Yorkshire can have confidence in working withthese children/young people. If one takes the daily life of any individual it is hard to think of anypart of it that does not involve some form of movement activity. From getting up in the morningand the self-care skills that go along with preparing for the day-washing, dressing, feeding, tothe organisation of materials for school, through to writing and other manual activities in theclassroom and recreational activities in the gym, in the playground and outside of school, thewhole day is filled with movement. Thus a child/young person who has co-ordination difficultiesenough to interfere with these activities is at an acute disadvantage.

This resource package is very well-designed and filled with good practical activities. It linkswith Every Child Matters and has the laudable aims of increasing schoolsʼ capacity to workwith children/young people showing co-ordination difficulties, supporting staff in theidentification, assessment and intervention process and presenting a viable structure in whichthese processes can be based. The division of the levels of approach into Waves is foundedon good research in the movement domain with the levels of intervention starting with QualityFirst Teaching, moving through to Catch-Up Programme and finally Additional and Different.This type of approach also has strong research foundations in other areas such as readingwith the Response to Intervention approach, involving three tiers or levels of intervention beingvery popular in the USA. It is not only logical in the sense of starting with quality teaching andmoving up in intensity as the situation demands, it also makes good administrative sensethrough the efficient use of resources with specialists only being brought in if and whenrequired.

Children/young people with co-ordination difficulties obviously have movement problems as thecore area to be addressed and this resource examines and provides for this in detail. However,it is also well-known that they also have a number of co-occurring difficulties in the language,attention, behaviour, self-concept and cognitive domains and it is pleasing to see theseaddressed in this resource. One has only to work with two children/young people with co-ordination difficulties: one with an associated attention problem and one without, to realise thepractical implications of these co-occurring problems. This resource addresses these co-occurring difficulties thus ensuring that the whole child/young person is being addressed notjust one part. It does this by providing strong practical advice for face-to-face teaching and alsofor the organisation of the school to ensure that it is inclusive for all children/young people.Finally, we know that in order to achieve success in working with any child/young personshowing difficulties, it is essential to work with parents and families and the children/youngpeople themselves and it is good to see relevant sections in the resource devoted to this.



5

Foreword



6

Inclusive education is a key strategic aim of North YorkshireCounty Council Local Authority. The LA is committed to ensuringthat all pupils, regardless of their circumstances, are given equalopportunity to achieve essential life skills and the five statutorywell-being outcomes defined in Every Child Matters (2003). Toenable pupils to acquire these necessary skills: being able tocommunicate effectively, solve problems and learn collaboratively,for example, they need access to quality education, care andsupport.

Removing the barriers created by a learning difficulty or disabilityand ensuring that good practice is embedded within alleducational establishments, requires strong collaborative workand understanding between the providers of educational andsocial opportunities. The NYCC ʻMotor Co-ordination DifficultiesAction Groupʼ, incorporating staff from the NHS Health Trusts,Access and Inclusion and schools/settings representing all agegroups, have produced this guidance to highlight the needs of apotentially vulnerable group of pupils; those with co-ordinationdifficulties. This is taken broadly to include all those pupils whosemotor co-ordination skills are below the level that might beexpected for their age, and which cannot be accounted for byillness or injury.

The document incorporates the requirements of the Code ofPractice for Special Educational Needs (2001) and the DisabilityDiscrimination Act (2005), outlining for example, the ʻreasonableadjustments that can be made for pupils with DCDʼ. It also takesinto account the findings of the Leeds Consensus Statement(2006) which was based on the growing research into pupils withco-ordination difficulties.

It is hoped that this guidance will provide a framework to helpschools and parents support pupils who show signs of co-ordination difficulties and provide an insight into high qualityteaching and learning for all pupils.



7

Introduction

“Inclusion is concernedwith the identification andremoval of barriers to the‘presence, participationand achievement of all

children and youngpeople’ ” (NYCC 2007).



8

The aims of the document ʻSupporting Children and YoungPeople with Co-ordination Difficultiesʼ are:

1. To promote the learning, achievement and well-being ofchildren and young people with co-ordination difficultiesso that all pupils attain the five statutory outcomesoutlined in ʻEvery Child Matters (2003)ʼ i.e. be safe, behealthy, enjoy and achieve, make a positive contributionand achieve economic well-being.

2. To enhance the capacity of schools and settings acrossNorth Yorkshire for pupils with co-ordination difficultiesand to promote greater consistency of approach.

3. To further develop the awareness, expertise andconfidence of staff when working with pupils who have co-ordination difficulties.

The document aims to support this by providing informationabout:

● The identification and assessment of co-ordinationdifficulties.

● How to create a school or setting that is inclusive forthose with co-ordination difficulties throughidentifying potential barriers to learning andillustrating how these could be addressed andovercome.

● Approaches, materials and resources (using theWave model) which increase curriculum access andenable staff in schools or settings to support pupilswith co-ordination difficulties to reach their potential.

● The North Yorkshire referral procedure for schoolsand settings to use in order to seek additional adviceand support for pupils with co-ordination difficulties.



9

Rationale

“Every child has a right toearly identification andtimely intervention to

improve functionalperformance and preventsecondary and tertiary

problems.”Polatajko et al

(1995)

The Leeds Consensus Statement (2006) stated thatintervention approaches should:

● Contain functional activities that are relevant to dailyliving and meaningful to the child, parent, teachers andothers. These should be based on accurateassessment and aim to improve the child’s motorfunctions plus other attributes such as self-esteem andconfidence.

● Involve the child’s wishes as key parts of theintervention process. This will usually includeidentifying functional tasks, choosing priorities,establishing targets for success and engaging inmonitoring their own progress.

● Involve a number of individuals who can contribute -parents, teachers, health professionals, coaches andother family members - to enhance generalisation andapplication in the context of everyday life.

● Accommodate the contextual life of the family takinginto account family circumstances such as routines,siblings, finance etc.

● Be evidence-based and grounded in theories that areapplicable to understanding children with DCD. Thesetheories should take into account the nature of thelearning process in the developing child, the structureof the task and the environmental conditions thatsupport skill acquisition.

The London (Ontario) Consensus Statement - Polatajko et al(1995) was written with the aim of highlighting the existence ofDevelopmental Co-ordination Disorder (DCD), providing a clearpicture of the disorder and contributing to the standarisation ofpublished research.

The Leeds Consensus Statement (2006) provided the opportunityto revisit, revise and produce a new consensus statement. Theinformation in this document takes into account the findings of theconsensus and is based on an awareness of the growingresearch into this condition.



10

The children/youngpeople referred to inthis document have

a wide range ofco-ordination difficulties,

they could includechildren with a

diagnosis ofdevelopmental

co-ordination disorder.

Section 1

Definitions and Common Characteristics

‘It is important for teachers, when theyobserve behavioural difficulties in children, to

also observe for possible movementdifficulties. Through classroom observationsand communication of concerns regarding

both motor and behavioural problems,teachers can ensure that the needs of

children are recognized and addressed.’

Rivard, Missiuna, Hanna and Wishart (2007)

Supporting Children & Young People withCo-ordination Difficulties

Co-ordination Difficulties

This term is used when a child/young person has difficulty with co-ordination - for example, often bumping into things, tripping,dropping or breaking items, or struggling with learning new orcomplex skills such as handwriting, bike-riding and managingfastenings, scissors and so on. There is a very wide variation inthe normal range of physical ability with athletic people at one endof the spectrum and those with co-ordination difficulties at theother end. Many people have difficulties with co-ordination -especially when tired or anxious. Children/young people havebeen noticed to have more difficulties after a growth spurt orduring adolescence. It is often preferable to use this term toindicate that a child/young person may need special considerationor help in certain areas than to label the difficulties.

Developmental Co-ordination Disorder

A child/young person shows evidence of Developmental Co-ordination Disorder (DCD) when they lack the motor co-ordinationnecessary to perform tasks that are considered to be appropriatefor his/her age, given normal intellectual ability and the absenceof other neurological disorders (American Psychiatric Association,1994). A child/young person may demonstrate significant difficultywith self-care tasks (e.g. dressing, using utensils); with academictasks (e.g. handwriting, organising class work, P.E.); with leisureactivities (e.g. sports, playground activities, social interaction); orwith a combination of the above. Any diagnosis is made by adoctor, usually a paediatrician, but this rarely occurs before thechild is 5 years of age.

Verbal Dyspraxia

Children/young people with developmental verbal dyspraxia havedifficulty in making and co-ordinating the precise movementsrequired for the production of clear speech, but there is noevidence of damage to nerves or muscles. They have difficulty inproducing individual speech sounds and in sequencing soundstogether in words.



11

Definitions

“Movement is afundamental componentof human life with theability to make precise

and controlledmovements being so

much part of daily living.”Chambers and Sugden

(2006)

Hypermobility Syndrome

Hypermobility is also sometimes known as ʻligamentous laxityʼ.Ligaments are the fibrous bands that hold our joints together, andif they are lax the person has an above-average amount ofmovement in the affected joints. This can cause difficulties. Forexample, lax joints in the feet, ankles and/or knees can cause achild to frequently trip up, to have difficulties with balance orstanding still. If the joints of the hands and fingers or thumb areaffected, it may be difficult to grasp and control a pencil wellenough to write.

Gross Motor Skills Difficulties

A motor skill is an action that involves the movement of muscles inyour body. Gross motor skills are larger movements involving thearm, leg, or feet muscles or the entire body - things like crawling,running, and jumping are gross motor skills.

Fine Motor Skills Difficulties

Fine motor skills involve the small muscles of the body. They areimportant in most school activities as well as in life in general.Weaknesses in fine motor skills can affect a child/young personʼsability to eat, write legibly, use a computer, turn pages in a book,and perform personal care tasks such as dressing.



12

“It is not the label whichinforms practice, but an

understanding of thefactors that have led tothe diagnosis, and thestrategies which can beused to help meet theneeds of the child.”

Kirby (1999)

Definitions (Continued)



13

Common CharacteristicsC

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Co-ordination difficulties may be displayed in some or all thefollowing areas:

● gross motor skills;

● fine motor skills;

● motor organisation;

● visual perception;

● auditory perception;

● speech and language (articulation and organisation);

● learning and memory;

● emotion, behaviour and social.

These can result in the following:

● Weak PE/Games skills e.g. difficulty throwing orcatching a ball, stands out as different in PE.

● Poor handwriting skills (letter formation/wordspacing/colouring).

● Difficulties with scissors and other school equipment.

● Difficulties with dressing, tying shoe laces, buttons.

● Organisational difficulties (time, possessions).

● Difficulties with directions, right and left.

● Planning and layout of work may be poor.

● Difficulty recalling and remembering a short sequenceof instructions.

● Low self-esteem and confidence.

● Difficulties ʻsitting/standing stillʼ and moving around theclassroom.



14

Characteristics of Children and Young People withCo-ordination Difficulties

Not all characteristics willbe found in every child,

each child will have theirown individual profile.

Addy (2003)

Section 2

Frequently Asked Questions

Children with movement problems identified at an early age may benefit fromintervention that includes the education ofteachers and parents about how to make

tasks easier for them.

Missiuna, Rivard, & Pollock (2004)




15

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Bec

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be

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t and

req

uire

mor

e ef

fort

for

ach

ild/y

oung

per

son

with

co-

ordi

natio

n di

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lties

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d fa

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perie

nced

, and

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of t

he e

ffort

nee

ded.

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s m

ayca

use

them

to a

void

par

ticip

atin

g in

mot

or ta

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y m

ay a

lso

expe

rienc

e lo

w s

elf-

este

em a

nd b

ecom

e fr

ustr

ated

eas

ily.

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chi

ld/y

oung

per

son

may

avo

id s

ocia

lisin

g w

ith p

eers

, par

ticul

arly

on

the

play

grou

nd. S

ome

will

see

k ou

t you

nger

chi

ldre

n to

pla

y w

ith w

hile

othe

rs w

ill g

o of

f on

thei

r ow

n. T

his

may

be

due

to d

ecre

ased

sel

f-co

nfid

ence

or

avoi

danc

e of

phy

sica

l act

iviti

es.

The

chi

ld/y

oung

per

son

may

be

resi

stan

t to

chan

ges

in h

is/h

er r

outin

e or

in th

e en

viro

nmen

t. If

they

hav

e to

exp

end

a lo

t of e

ffort

to p

lan

a ta

sk,

then

eve

n a

smal

l cha

nge

in h

ow it

is to

be

perf

orm

ed m

ay p

rese

nt a

larg

e pr

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n S

ocia

l and

Em

otio

nal D

iffic

ultie

sp5

1-52



17


eque

ntly

Ask

edQ

uest

ions

(FA

Qs)

Are

the

re a

nyem

oti

ona

l/b

ehav

iour

alch

arac

teri

stic

s?co

nti

nu

ed

Ans

wer

sR

elev

ant

sect

ions

in t

his

do

cum

ent

Pup

ils m

ay h

ave

diffi

culty

with

writ

ing

legi

bly,

or

at a

n ac

cept

able

spe

ed,

so th

at th

ey d

o no

t sho

w th

eir

true

und

erst

andi

ng o

f a s

ubje

ct.

Org

anis

atio

n m

ay b

e a

diffi

culty

. Thi

s ca

n af

fect

thei

r w

hole

life

and

may

incl

ude

fact

ors

such

as

plac

ing

wor

k ap

prop

riate

ly o

n a

page

,re

mem

berin

g th

eir

PE

kit,

writ

ing

dow

n ho

mew

ork

befo

re th

e en

d of

the

less

on.

Wha

t is

the

bes

t w

ayto

sup

po

rt t

hose

wit

h co

-ord

inat

ion

diff

icul

ties

?

Res

earc

h su

gges

ts th

at th

ose

with

co-

ordi

natio

n di

fficu

lties

not

onl

yw

arra

nt in

terv

entio

n, b

ut w

hen

give

n th

e rig

ht in

terv

entio

n, c

an g

reat

lybe

nefit

from

it. M

andi

ch e

t al (

2003

) po

int o

ut th

at w

hen

child

ren/

youn

gpe

ople

get

trea

tmen

t the

y ca

n ga

in c

ompe

tenc

e in

impo

rtan

t eve

ryda

yac

tiviti

es a

nd th

eir

co-o

rdin

atio

n di

fficu

lties

can

beg

in to

be

reve

rsed

.

Man

dich

et a

l (20

01)

also

foun

d th

at th

ere

is c

urre

ntly

littl

e ev

iden

ce to

supp

ort t

he u

se o

f one

trea

tmen

t ove

r an

othe

r. H

owev

er, s

ome

rese

arch

has

indi

cate

d go

od r

esul

ts fr

om p

roce

ss-o

rient

ated

trea

tmen

ts (

Wils

on20

05)

whe

re th

e m

ain

obje

ctiv

es a

re fo

cuse

d on

ski

lls a

cqui

sitio

n.N

eim

eije

r et

al (

2003

) fo

und

that

a c

ombi

natio

n of

sha

ring

know

ledg

ean

d pr

ovid

ing

and

aski

ng fo

r fe

edba

ck h

elpe

d ch

ildre

n un

ders

tand

how

to m

ove

thei

r bo

dies

suc

cess

fully

.

Sec

tion

3E

ffect

ive

prov

isio

n

Sec

tion

4Q

ualit

y F

irst T

each

ing

Sec

tion

6W

ave

3G

oal D

irect

ed le

arni

ngus

ing

C.S

. p67

-68

Ho

w d

oes

co-o

rdin

atio

nd

iffic

ulti

es a

ffec

tse

lf-es

teem

?

Chi

ldre

n/yo

ung

peop

le w

ith c

o-or

dina

tion

diffi

culti

es o

ften

put a

gre

atde

al o

f effo

rt in

to a

task

but

may

stil

l ach

ieve

an

unsa

tisfa

ctor

y re

sult.

Whe

n th

is h

appe

ns r

epea

tedl

y an

d th

eir

diffi

culti

es a

re n

ot u

nder

stoo

d, it

can

lead

to lo

w s

elf-

este

em (

Dix

on &

Add

y 20

04).

In a

sm

all s

tudy

carr

ied

out b

y W

atso

n &

Kno

tt (2

006)

it w

as fo

und

that

thos

e w

ith c

o-or

dina

tion

diffi

culti

es d

id n

ot h

ave

low

er g

loba

l sel

f-es

teem

than

aco

mpa

rison

gro

up o

f typ

ical

ly d

evel

opin

g ch

ildre

n/yo

ung

peop

le, b

utth

ere

wer

e di

ffere

nces

in th

eir

copy

ing

stra

tegi

es in

that

they

tend

ed to

be m

ore

pass

ive

and

avoi

dant

of t

asks

they

per

ceiv

ed a

s di

fficu

lt.

Sec

tion

4Q

ualit

y F

irst T

each

ing

p29-

59

Sec

tion

9S

elf-

este

em p

87-9

1



18


eque

ntly

Ask

edQ

uest

ions

(FA

Qs)

Wha

t ro

le c

ansc

hoo

ls p

lay

insu

pp

ort

ing

child

ren/

youn

gp

eop

le w

ith

co-

ord

inat

ion

diff

icul

ties

?

Ans

wer

sR

elev

ant

sect

ions

in t

his

do

cum

ent

A n

umbe

r of

res

earc

hers

, e.g

.Kirb

y (1

999)

hig

hlig

hted

the

impo

rtan

ce o

fth

e pa

rtne

rshi

p be

twee

n he

alth

pro

fess

iona

ls, s

choo

l and

the

fam

ily.

Sta

fford

(20

00)

focu

ses

on th

e im

port

ance

of t

he s

choo

lʼs r

ole

inas

sess

ing

prov

idin

g in

terv

entio

n fo

r ch

ildre

nʼs

inef

ficie

nt m

otor

perf

orm

ance

. Sug

den

& C

ham

bers

(20

03)

high

light

ed th

e ro

le o

f par

ents

and

teac

hers

in th

e in

terv

entio

n of

chi

ldre

n/yo

ung

peop

le w

ith c

o-or

dina

tion

diffi

culti

es. I

n th

eir

stud

y th

ey c

oncl

uded

that

bot

h te

ache

rsan

d pa

rent

s w

ere

able

to p

rovi

de e

ffect

ive

inte

rven

tion

for

the

maj

ority

of

thes

e in

divi

dual

s.

Bec

ause

co-

ordi

natio

n di

fficu

lties

can

cau

se d

iffic

ultie

s in

a v

arie

ty o

far

eas,

and

may

occ

ur w

ith o

ther

con

ditio

ns, i

t is

nece

ssar

y fo

r ea

chch

ild/y

oung

per

son

to h

ave

an in

divi

dual

ass

essm

ent.

A d

octo

r w

illas

sess

the

child

/you

ng p

erso

n fir

st to

rul

e ou

t oth

er c

ondi

tions

that

may

initi

ally

app

ear

sim

ilar

to c

o-or

dina

tion

diffi

culti

es.

Do

chi

ldre

n/yo

ung

peo

ple

wit

hco

-ord

inat

ion

diff

icul

ties

nee

d a

nin

div

idua

las

sess

men

t?

Sec

tion

3 p1

9-27

Effe

ctiv

e P

rovi

sion

Incl

usiv

e S

choo

ls

Sec

tion

4W

ave

1S

ectio

n 10

Man

agin

g Tr

ansi

tions

p93-

95A

ppen

dix

2S

choo

l Aud

it p1

37

Sec

tion

3O

utlin

e P

roce

dure

p19

Sec

tion

7

Spe

cial

ist

and

Indi

vidu

alp7

1-72

Ho

w s

oo

n d

oes

ach

ild/y

oun

g p

erso

nne

ed t

o b

e as

sess

edb

y an

Occ

upat

iona

lT

hera

pis

t?

The

re m

ay b

e re

ason

s w

hy a

chi

ld/y

oung

per

son

has

prob

lem

s w

ithm

otor

act

iviti

es. T

hey

may

lack

exp

erie

nce

with

cer

tain

task

s, th

ey m

ayha

ve o

pted

out

of s

ome

activ

ities

bec

ause

of t

heir

tem

pera

men

t or

they

may

eve

n ha

ve p

robl

ems

with

thei

r ey

esig

ht. O

nce

a ch

ild/y

oung

per

son

has

been

sho

wn

how

to a

chie

ve s

kills

acc

ordi

ng to

thei

r le

arni

ng s

tyle

and

has

been

giv

en ti

me

to p

ract

ice

activ

ities

but

stil

l exp

erie

nces

diffi

culti

es, t

hen

it is

app

ropr

iate

for

them

to b

e as

sess

ed b

y an

O.T

.

Sec

tion

3O

utlin

e P

roce

dure

p19

Wav

e M

odel

of P

rovi

sion

p23-

25

Section 3

Effective Provision and The Inclusive School

If schools are concerned with thedevelopment of `the whole child`......children’s movement skills should beassessed on entry to school and be

monitored at regular intervals thereafter.

Stafford, (2000)


OUTLINE PROCEDURE FOR SUPPORTING PUPILS IN SCHOOL WHO ARE PRESENTINGWITH MOTOR SKILL DIFFICULTIES including DEVELOPMENTAL CO-ORDINATION

DISORDER (DCD)



19

Outline Procedure

DCD/Motor Co-ordination Difficulties Friendly Schoolincludes

Good Quality First Teaching including range of strategies/resourses(classroom and PE) to support all pupils.

Concerns raised aboutco-ordination/motorskills

Assessment throughchecklists, observations etc.

School intervention/motorprogrammes/personalised

plan/IEP/differentiatedPE/classroom strategies and

resources.

Review

HealthSchool Medical Service

Family Doctor

Senior Medical Officer

Physiotherapist/Occupational Therapist

Making progress -continue programme/support or stop and

monitor

Not makingprogress - after 2reviews/2 terms

Outside Agencies

Health adviceSchool

Nurse/Doctor

School StaffAssessment (baseline)

ParentsOutside Agencies

Early and detailed assessment of co-ordination problems enableschildren/young people to be given support and appropriateintervention. Practice in North Yorkshire schools has shown thatappropriate interventions based on detailed assessment allowsthem to gain new skills and reduce the impact co-ordinationdifficulties have on their everyday lives.

Assessments allow practitioners to look at specific skills andabilities in a structured way and this helps to identify areas wherea child/young person needs support to develop. Pupil, parent andteacher questionnaires provide additional information that can beused to plan effective provision.

The Outline Procedure diagram on page 19 outlines therecommended processes involved in supporting a pupil with co-ordination difficulties in North Yorkshire. What follows is anoverview of the process identifying key assessments andinterventions with links to other parts of the document.

Most children/young people needs should be addressed throughQuality First Teaching which would include differentiation withinthe classroom and P.E. as well as adaptations to the environment.However, for a few pupils who have more significant difficultiesthis outline procedure provides the steps by which schools,parents and outside agencies can ensure appropriate provisionfor individuals.



20

Effective Provision

“For intervention to beeffective children need to

be accurately andconsistently identified and

assessed.”Chambers and Sugden

(2006)

The North Yorkshire Inclusion Mark (2007) describes an inclusiveschool as being one where all children/young people should learntogether regardless of any ʻdifficulties or differencesʼ. Focusing onʻpresence, participation and achievement,ʼ it goes on to state thatthose with special needs should be accommodated within a child-centred pedagogy that is capable of meeting their needs. Groomand Rose (2005) identified the following as being key features ofan inclusive school:

● a positive school ethos;

● an enriched curriculum;

● involvement of parents/carers at different levels;

● an understanding of the needs of the child/youngperson;

● engendering a belief that children/young people havethe capacity to change;

● setting realistic targets for achievement;

● celebrating success.

An Inclusive school supports all children and young peopleincluding those with co-ordination difficulties by:

1. Transferring the schoolʼs SEN policy into practice in allcurriculum areas and through its development plans.

2. Adapting the learning environment to meet theindividual needs of all.

3. Providing all school staff with appropriate training toraise their awareness and understanding of the needsof all.

4. Provision that ensures all pupils have opportunities todevelop and consolidate co-ordination skills throughWave 1 Quality First Teaching, availability of Wave 2 orWave 3 provision as appropriate, and the availability ofExtended School activities.



21

The Inclusive School

Effective schools areeducationally inclusiveschools. This shows, not

only in theirperformance, but also in

their ethos and theirwillingness to offer newopportunities to pupils

who may haveexperienced previous

difficulties. This does notmean treating all pupilsin the same way. Rather

it involves taking accountof pupils' varied life

experiences and needs.Ofsted (2001)

5. Promoting self-esteem and self-motivation byidentifying opportunities to listen to an individualʼsperspectives on aspects of their learning anddevelopment. Involving pupils in discussions abouttheir own short- and long-term goals, and reflecting onthe most effective strategies.

6. Developing parent/carer involvement through fosteringcommon dialogue and understanding.

7. Providing optimum provision through collaboration withoutside agencies.



22

The Inclusive School (Continued)

“ Even the mostpedagogically advancedmethods are likely to beineffective in the handsof those who implicitlyor explicitly subscribeto a belief system thatregards some students,

at best as disadvantagedand in need of fixing, or

at worse, as deficientand thereforebeyond fixing.’Ainscow (2002)



23

Wave Model Of Provision

OT

/Phy

sio

On-

goin

gsu

ppor

t in

scho

ol o

rcl

inic

Firs

t qua

lity

teac

hing

(cl

assr

oom

/sch

ool i

nclu

ding

PE

/Gam

es)

Diff

eren

tiatio

n -

in ta

sks/

uses

of r

esou

rces

e.g

. pen

s/pe

ncils

/pen

cil

grip

s/ra

ised

boa

rds,

sea

ting,

cha

ngin

g fo

r P

E/G

ames

/use

of I

CT

spec

ialis

t &in

divi

dual

Indi

vidu

al/g

roup

pro

gram

mes

e.g

. Jum

p A

head

/Get

Phy

sica

lS

peci

fic h

andw

ritin

g pr

ogra

mm

es e

.g. W

rite

from

the

Sta

rt/S

peed

Up

Per

sona

lised

indi

vidu

al p

rogr

amm

esG

ross

mot

or/fi

ne m

otor

Task

-orie

ntat

ed

1:1

supp

ort s

peci

ficpr

ogra

mm

essp

ecia

list &

indi

vidu

al

targ

eted

vuln

erab

legr

oups

all c

hild

ren

univ

ersa

l

seve

re n

eeds

Wave 1Wave 2Wave 3Wave 4+



24

Wave Model Of Provision (Continued)

Wave 1 - Quality First TeachingAction

School develops an inclusive ethosand follows inclusive principles.Classrooms are adapted to takeaccount of any co-ordination issuese.g. classroom furniture is of anappropriate size.

Supported by - interventions and assessments

The SEN Code of Practice (2001)

School completes an audit of theirability to include pupils withco-ordination difficulties.

All pupils are provided withactivities that support and developtheir co-ordination skills.

The Children Act (2004)

The North Yorkshire Inclusion Mark (2007)

Supporting Children and Young People withCo-ordination Difficulties

Supporting Children and Young People withCo-ordination DifficultiesEffective Provision & The Incl. School p11

Wave 1 p29

Pupils with co-ordination difficultiesare identified and monitored.

Characteristics you may observe p13-14

Wave 1 p29

If after two terms of supportthrough Quality First Teaching(Wave 1) the pupil shows continuingdifficulty move to stage 2.

Wave 2 - Catch Up ProgrammesAction

The pupil’s class teacherrecognises that problems with co-ordination skills are adverselyaffecting the individual’s ability toaccess the curriculum. Those withdifficulties who need additional‘catch up’ support are assessed tofind specific needs.

Supported by

The SEN Code of Practice (2001)

The problem is then discussed withthe school SENCo, the pupil’sparents and the pupil. Theinterventions could be included inan Individual Education Plan (IEP).

Following on from the generalchecklist specific assessments maybe carried out pre and postintervention.

Wave 2 p61Checklist 1 p97Checklist 2 p98

Pupils, Parents and Carers p73

Motor Skills Assessments p105



25

Wave Model Of Provision (Continued)

Wave 3 - Additional and DifferentAction

The School Action Plus stage of thereferral process follows if theproblems persist or worsen.

Supported by

Any checklists and details ofinterventions are shared withexternal support agencies who maycarry out a further assessment.

Detailed assessments of a pupil’sFine and Gross Motor Skills andVisual Perception are made usingWave 3 assessments.

Motor Skills Assessments

Appendix 3A Motor Skills Programme p147

Schools and outside supportagencies devise an individualpersonal programme that focuseson both skill acquisition and thedevelopment of fine and grossmotor skills.Where there is limited progresswithin two terms, the pupil will thenbe referred to the OccupationalTherapy and Physiotherapy Serviceat a clinic or Child DevelopmentCentre.An Occupational Therapist and/or aPhysiotherapist will make a detailedassessment of the child’s functionalmotor skills.

Specialist and Individual p71-72

If, following the assessment, theOccupational Therapist andPhysiotherapist feel that there aresignificant motor skills difficultiesthey will visit or contact school andadvise on the management of theindividual’s motor difficulties withinthe school environment.

Occupational Therapy and PhysiotherapyServices for Children with DCD p71-72



26

Overview of Interventions for Pupils withCo-ordination Difficulties



27

Overview of Interventions for Pupils withCo-ordination Difficulties (Continued)



28

Section 4

Wave 1 – Quality First Teaching

Intervention is not just about additionalout-of-class provision. It also includes

reviewing what happens in class to makesure it is appropriately tailored to the

needs of the children.

DfES (2006)


This section aims to provide strategies and ideas that create anenvironment in which all pupils can fully participate and achieve.Wave 1 - is a basic entitlement for all pupils and is Quality FirstTeaching.

Factors that form good Wave 1 Provision

Ethos

● There are high expectations of every pupil.● SEAL is embedded in the curriculum.● There is a consistency of approach throughout the school.● Staff have a good understanding of pupilsʼ strengths and

weaknesses and use a problem-solving approach tosupport them.

Environment

● Classrooms are organised and tidy.● All have a clear view of the board and working walls.● There are opportunities in all classrooms to access quiet

and less stimulating areas.

Equipment

● Resources are stored so they are easily accessible to all -labelled carefully with colour-coding.

● Resources for different curriculum areas including P.E.are varied and appropriate for all pupils.

● Furniture is of an appropriate size and height.● Furniture is positioned to allow free flow and easy access.



29

Wave One - Quality First Teaching

There are severalreasons why in the newmillennium we need to

be developing andresearching models of

intervention that do notpresume to create

change in the child,but, instead, focussolely on changingthe environment.Missiuna (2006)

Teaching Approaches

● Assessment for Learning principles are embedded inpractice.

● Work is differentiated and tasks are modified to allow allto experience success.

● All pupils have the opportunity to record their ideas in avariety of ways.

● Teaching is multi-sensory and takes into account a varietyof learning styles including visual, auditory andkinaesthetic.

● Additional adult support within the classroom is used topromote independent working.

● Centred on personalised learning.

The strategies are linked to observable features of pupils with co-ordination difficulties under the main categories of:

● independence;● movement/mobility;● numeracy;● reading/recording;● communication and social and emotional difficulties;● sensory regulation.

The supporting strategies are based on a strategy called MATCHwhich was devised in Canada by Cheryl Missiuna(www.canchild/ca) and resulted from work with parents, healthprofessionals and teachers.



30

Children are more likely tolearn successfully if they:

- have their basicphysical needs met;

- fell unthreatened,secure, safe and valued;

- feel a sense of belongingto the group;

- are engaged andmotivated;

- can see the relevance ofwhat they are doing;

- know what outcome isintended;

- can link what they aredoing to otherexperiences;

- understand the task;- have the physical space

and the tools needed;- have access to the

necessary materials;- are not disrupted or

distracted by others;- can work with others or

on their own,depending on the task;

- are guided, taught orhelped in appropriateways at appropriatetimes;

- can practise;- can apply the learning

in both familiar andnew contexts;

- can persevere whenlearning is hard;

- can manage theiremotions if things arenot going well;

- recognise that alllearners make mistakesand mistakes can helpus improve.

DfES (2004)



31

Early Years Support Strategies

Diff

icul

ty d

rink

ing

: ●

thro

ugh

stra

w;

●o

pen

cup

s.

Wha

t yo

u m

ight

see

. . .

.

Mes

sy E

ater

Teac

hing

Str

ateg

ies

to S

upp

ort

Try

diffe

rent

text

ures

of f

ood.

Teac

h lic

king

100

s an

d 10

00s

arou

nd m

outh

on

lolli

es.

Lip

prin

ting.

Imita

tion

of m

outh

mov

emen

ts, p

ull f

aces

.B

low

ing

suck

ing

exer

cise

s, b

low

ing

ping

-pon

g ba

lls, b

low

ing

pain

t fea

ther

s, ti

ssue

pap

er,

bubb

les,

can

dles

etc

.Im

itatio

n of

env

ironm

enta

l sou

nds/

anim

al n

oise

s.E

xper

imen

t with

diff

eren

t typ

es o

f cut

lery

.P

rom

ptin

g to

look

at w

hat t

hey

hold

.

Use

wid

er s

traw

, use

long

er/s

hort

er s

traw

s.A

lter

size

of c

up, u

se c

up w

ith h

andl

es. V

ary

amou

nt o

f liq

uid

in c

up.

Dri

bb

les

Do

esn’

t lik

e m

ark

mak

ing

Pro

vide

lots

of d

iffer

ent a

ctiv

ities

.P

rovi

de to

ols

so th

ey c

an p

lay

with

out g

ettin

g m

essy

, gra

dual

ly in

trodu

ce m

ore

mes

s on

han

ds.

Add

toys

they

rea

lly li

ke to

act

ivity

e.g

. mak

e ty

re tr

acks

by

putti

ng c

ars

in th

e pa

int.

Intr

oduc

e m

essy

food

act

iviti

es.

Sup

po

rtin

g P

upils

in t

he E

arly

Yea

rs

As

mes

sy e

ater

.

Lack

of

rang

e o

f vo

cal s

oun

ds

Cop

y sy

mbo

lic s

ound

s –

anim

al s

ound

s, v

ehic

le s

ound

s. P

lay

soun

ds.

Cop

y pu

pilʼs

sou

nds,

join

in to

mak

e a

conv

ersa

tion.

See

Let

ters

and

Sou

nds

for

mor

e id

eas

Do

esn’

t lik

e m

essy

act

ivit

ies

Pro

vide

mar

k m

akin

g on

bot

h ho

rizon

tal a

nd v

ertic

al s

urfa

ces.

Mo

ves

like

a yo

ung

er p

upil

Look

at s

peci

fic s

kills

on

chec

klis

t.P

rovi

de o

ppor

tuni

ties

to c

raw

l, ro

ll, b

alan

ce, c

hang

e fr

om o

ne ty

pe o

f mov

emen

t to

anot

her

e.g.

obs

tacl

e co

urse

, usi

ng tu

nnel

s. R

unni

ng a

void

ing

obst

acle

s, s

topp

ing,

star

ting

and

chan

ging

dire

ctio

n. S

quee

zing

bet

wee

n ob

stac

les.

Par

achu

te g

ames

. Car

ryin

g th

ings

of d

iffer

ing

wei

ghts

.P

ushi

ng a

nd p

ullin

g ga

mes

.D

evel

opm

enta

l Dan

ce P

rogr

amm

e e.

g. J

abad

ao.



32

Early Years Support Strategies (Continued)

Wal

ks t

hro

ugh

gro

ups

of

pup

ils/o

ver

ob

stac

les

rath

erth

an a

roun

d.

Wha

t yo

u m

ight

see

. . .

.

Mis

jud

ges

dis

tanc

es w

hen

pic

king

up

or

put

ting

do

wn

ob

ject

s.

Teac

hing

Str

ateg

ies

to S

upp

ort

Pro

mpt

look

ing.

Pra

ctic

e ta

king

thin

gs o

ff, r

athe

r th

an o

n e.

g. p

egs

off a

line

.U

se b

igge

r ob

ject

s.T

hrow

ing

gam

es w

ith b

ean

bag

and

cont

aine

r, st

artin

g w

ith d

ropp

ing

into

a v

ery

clos

eco

ntai

ner

and

mov

ing

on to

thro

win

g up

to 1

met

re.

Use

bal

ls w

ith b

ells

in s

o th

ey c

an b

e he

ard

as w

ell a

s se

en.

Obs

tacl

e co

urse

. Mat

eria

ls to

cra

wl u

nder

/ove

r. W

alki

ng th

roug

h th

e ru

ngs

of a

ladd

er/fr

om ty

re to

tyre

.C

arpe

t squ

are/

hoop

to d

efin

e ow

n sp

ace

whe

n si

tting

.

Tir

es q

uick

ly.

Diff

icul

ties

in s

eque

ncin

g r

out

ine

task

s, e

.g. p

utti

ng c

oat

and

sho

es o

n, t

oile

t et

c.

Sit

next

to a

wal

l or

furn

iture

. Allo

w th

em to

lie

dow

n.

Var

y pa

ce a

nd d

iffic

ulty

of a

ctiv

ities

. Mak

e su

re a

ctiv

ities

are

var

ied

so th

at th

ere

is a

sele

ctio

n of

sitt

ing/

mov

ing

activ

ities

.B

e un

ders

tand

ing,

allo

w c

hild

per

sona

l spa

ce, t

hey

may

nee

d to

chi

ll ou

t tim

e or

tim

e ru

nar

ound

. The

y w

ill n

eed

times

whe

n th

ey a

re n

ot d

irect

ed.

Kee

p ta

sks

shor

t so

they

are

abl

e to

fini

sh a

t the

sam

e tim

e as

pee

rs o

r al

low

ext

ra ti

me

but m

ake

sure

they

don

ʼt m

iss

out o

n th

e fu

n ac

tiviti

es.

Lean

s o

n o

ther

s w

hen

sitt

ing

Bre

ak e

ach

activ

ity d

own

into

sm

all t

asks

. Use

bac

kwar

d ch

aini

ng, s

ee w

ww

.can

child

.ca

Take

a s

et o

f pho

togr

aphs

to il

lust

rate

the

step

s ne

eded

, dis

play

in th

e rig

ht s

eque

nce

soth

e ch

ild c

an fo

llow

them

as

they

com

plet

e th

e ta

sk.

Hav

e a

full-

leng

th m

irror

so

they

can

see

them

selv

es.

Diff

icul

ties

get

ting

on

to r

ide-

on

toys

, clim

bin

g e

qui

pm

ent.

Pra

ctic

e ea

ch s

tep

so th

ey k

now

wha

t it f

eels

like

bef

ore

linki

ng s

teps

toge

ther

.



33

Promoting Independence SkillsW

hat

you

mig

ht s

ee .

. . .

Is d

iso

rgan

ised

and

has

diff

icut

lyp

rio

riti

zing

tas

ks.

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Wor

k w

ith p

aren

ts to

incr

ease

inde

pend

ence

ski

lls s

ettin

g re

alis

tic ta

rget

sw

ith a

con

sist

ent a

ppro

ach.

Par

ents

/Car

ers

as P

artn

ers

p82

Que

stio

nnai

re p

83-8

6

Dai

ly c

heck

list t

o pr

epar

e sc

hool

bag

.P

upil

shou

ld b

e in

volv

ed in

gen

erat

ing

the

list.

Ind

epen

den

ce S

kills

Last

to

get

rea

dy

for

PE

/pla

ytim

e.

Org

anis

atio

nal s

kills

in th

e S

econ

dary

Sch

ool p

141

Exp

licitl

y te

ach

orga

nisa

tiona

l ski

lls to

the

clas

s an

d fo

llow

up

with

indi

vidu

al a

sne

eded

.

The

Lea

rnin

g C

halle

nge

p141

Teac

h pu

pil t

o us

e ho

mew

ork

book

/pla

nner

effe

ctiv

ely.

Pro

vide

a m

odel

of h

ow to

prio

ritis

e.

Que

stio

nnai

re p

142-

144

Teac

h al

l pup

ils o

rder

of

dres

sing

/und

ress

ing

e.g.

thro

ugh

rhym

e or

song

.

Labe

l or

prov

ide

visu

al c

ues

for

fron

t/bac

k,le

ft/rig

ht. P

oint

out

how

to u

se la

bels

, log

osor

oth

er m

arke

rs o

n cl

othe

s to

orie

nt th

emco

rrec

tly.

Ove

rvie

w o

f Int

erve

ntio

ns W

AV

E 1

p29

-59

Pro

vide

eno

ugh

spac

e to

dre

ss. P

air

with

am

ore

able

pup

il fo

r he

lp.

Use

bac

kwar

d/fo

rwar

d ch

aini

ng s

trat

egy.

Ena

ble

succ

ess

by h

elpi

ng p

upil

who

isst

rugg

ling

with

som

e st

eps,

exc

ept t

he o

neor

two

they

can

do.

Dis

cuss

fast

enin

g of

clo

thes

and

sho

es w

ithpa

rent

s e.

g. V

elcr

o sh

oes.

At a

qui

et ti

me,

show

how

but

tons

and

oth

er fa

sten

ings

wor

k.

Pup

ils, P

aren

ts a

nd C

arer

s p8

2-86



34

Promoting Independence Skills (Continued)W

hat

you

mig

ht s

ee .

. . .

Last

to

get

rea

dy

for

PE

/pla

ytim

e.(C

onti

nu

ed)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Pra

ctis

e on

larg

er, l

oose

r ty

pes

of c

loth

ing

first

, in

a po

sitio

n w

here

they

are

eas

y to

reac

h an

d to

see

.

Take

s a

long

tim

e to

eat

lunc

h.

Incl

usiv

e P.

E. p

57W

ave

1 p2

9A

llow

mor

e tim

e fo

r ch

angi

ng. C

ompl

ete

rout

ine

prio

r to

goi

ng h

ome

to a

void

ʻpan

icʼ.

Kee

p en

d of

day

rou

tines

con

sist

ent.

Sug

gest

that

par

ents

pro

vide

eas

y op

enco

ntai

ners

e.g

. pla

stic

juic

e co

ntai

ners

with

pull

up s

traw

, and

dis

cuss

app

ropr

iate

type

and

amou

nt o

f foo

d in

lunc

h bo

xes.

Sea

t in

a po

sitio

n w

ith fe

wer

dis

trac

tions

(qui

eter

are

a aw

ay fr

om th

orou

ghfa

res)

.

Ens

ure

prop

er s

eatin

g (f

eet f

lat o

n flo

or,

chai

r pu

lled

up to

tabl

e).

Mov

emen

t and

Mob

ility

p47

-49

Ens

ure

all s

taff

are

awar

e of

the

supp

ort

the

pupi

l may

nee

d.

Liai

se w

ith p

aren

ts r

e: r

outin

es a

t hom

e et

c.

Ens

ure

the

task

is u

nder

stoo

d by

cue

ing

pupi

l in

and

repe

at in

stru

ctio

ns o

r gi

ve o

neat

a ti

me.

Ens

ure

expe

ctat

ions

of t

he ta

sk a

re w

ell

unde

rsto

od.

The

Incl

usiv

e S

choo

l p21

-22

The

Incl

usiv

e S

choo

l p21

-22

Mes

sy/u

ntid

y ap

pea

ranc

e

Ens

ure

that

the

task

is s

et a

t an

appr

opria

tele

vel f

or c

mpl

etin

g in

the

time

give

n.W

AV

E 1

p29

-59

Rec

ordi

ng P

37-4

2K

eybo

ard

Ski

lls p

139

Rus

hes

thro

ugh

task

s o

r is

unus

ually

slo

w. G

ives

up

eas

ilyd

oes

n’t

com

ple

te t

asks

.

Enc

oura

ge s

elf-

eva

luat

ion,

bot

h of

pro

duct

and

proc

ess.

Pup

il Q

uest

ionn

aire

p76

-81

Enc

oura

ge s

trat

egie

s to

sup

port

inde

pend

ence

- s

elf-

help

ski

lls.

Exh

ibit

ad

ult

dep

end

ency

–‘le

arnt

hel

ple

ssne

ss’.

Pup

il P

artic

ipat

ion

p73-

75



35

Promoting Independence Skills (Continued)W

hat

you

mig

ht s

ee .

. . .

Exh

ibit

ad

ult

dep

end

ency

–‘le

arnt

hel

ple

ssne

ss’.

(Con

tin

ued

)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

App

ropr

iate

use

of T

As

othe

r ad

ults

in th

ecl

assr

oom

.

Ove

rvie

w o

f Int

erve

ntio

ns p

26-2

7S

ocia

l Sto

ries

p140

Use

of v

isua

l and

writ

ten

prom

pts

e.g.

visu

al ti

met

able

s, s

ocia

l sto

ries.

App

ropr

iate

sto

rage

of c

lass

room

equi

pmen

t. R

esou

rces

wel

l-lab

eled

and

colo

ur-c

oded

.

Use

of a

ctiv

ity a

naly

sis

appr

oach

to b

reak

dow

n ta

sks

into

eas

y st

ages

. Pro

vide

writ

ten

or v

isua

l ste

ps.

Enc

oura

ge p

eer

men

torin

g an

d pa

ired

wor

king

.

Pla

n w

ork

that

take

s in

to a

ccou

nt d

iffer

ent

lear

ning

sty

les

incl

udin

g vi

sual

, aud

itory

and

kina

esth

etic

.

Qua

lity

Firs

t Tea

chin

g p2

9-59

Pup

il P

artic

ipat

ion

p73-

75

Act

iviti

es to

dev

elop

bi-l

ater

al in

tegr

atio

nS

kill-

base

d te

achi

ng o

f spe

cific

ski

lls.

Pup

il an

d P

aren

t que

stio

nnai

res

p76-

86G

oal D

irect

ed T

each

ing

p67-

68B

i-lat

eral

Inte

grat

ion

p152

Diff

icul

ty in

act

ivit

ies

such

as

tyin

g la

ces,

usi

ng c

utle

ry.

Diff

icul

ty in

gen

eral

isin

g i.

e.ad

apti

ng o

ne le

arne

d m

ove

men

tto

ano

ther

sit

uati

on.

Whe

re p

ossi

ble,

sto

re o

bjec

ts in

labe

lled

cont

aine

rs a

nd tr

ain

user

s to

alw

ays

retu

rnth

em. D

evis

e a

plan

for

pers

onal

belo

ngin

gs s

o th

ey c

an b

e fo

und

easi

ly.

Avo

id c

lutte

r in

wor

k ar

ea. E

ncou

rage

habi

ts th

at d

evel

op a

n or

gani

sed

appr

oach

to ta

sks.

Can

’t f

ind

ob

ject

s lo

oke

d f

or

Ove

rvie

w o

f Int

erve

ntio

ns p

26-2

7

Talk

Par

tner

s.P

ositi

ve T

alk

p87-

91



36



37

Reading and Recording SkillsW

hat

you

mig

ht s

ee .

. . .

Avo

ids

colo

urin

g o

r p

re-w

riti

ngac

tivi

ties

.Im

mat

ure

dra

win

gs.

Dra

win

gs

lack

det

ail.

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Pro

vide

diff

eren

t siz

es/ t

hick

ness

es o

fpe

ncils

/felt

tips.

Cla

ssro

om R

esou

rces

p18

5-18

6

Rea

din

g a

nd R

eco

rdin

g S

kills

Try

to u

se p

enci

l grip

s to

ass

ist w

ith g

rasp

.Le

t the

pup

il ex

perim

ent w

ith d

iffer

ent o

nes.

Cla

ssro

om R

esou

rces

p18

5-18

6

Use

alte

rnat

ive

med

ia e

.g. p

aint

brus

h an

dw

ater

, ind

ivid

ual w

hite

boar

ds, s

and

tray

san

d ge

l boa

rds

etc.

Cla

ssro

om R

esou

rces

p18

5-18

6

Cop

ying

eac

h ot

herʼs

dra

win

gs th

roug

htu

rn-t

akin

g ga

mes

, gra

dual

ly in

trod

ucin

gch

ild to

mor

e m

atur

e m

etho

ds o

f dra

win

g.

Enc

oura

ge P

eer

Sup

port

Use

mag

azin

e ph

otos

and

/or

a la

rge

mirr

orto

aid

aw

aren

ess

of r

elat

ive

size

of l

imbs

etc.

Bod

y aw

aren

ess

gam

es.

Obs

erva

tion

gam

es.

Enc

oura

ge d

raw

ings

bas

ed o

n pe

rson

alin

tere

sts.

Lots

of p

re-w

ritin

g pe

ncil

cont

rol a

ctiv

ities

:co

lour

ing-

in, m

azes

, dot

-to-

dot,

visu

aldi

scrim

inat

ion

wor

kshe

ets,

use

of v

ario

usar

t mat

eria

ls, d

ough

, con

stru

ctio

nm

ater

ials

, obs

erva

tion

gam

es.

Vis

ual P

erce

ptio

n A

sses

smen

t p10

9-12

2V

isua

l Per

cept

ion

Act

iviti

es p

149

Cre

ate

a qu

iet a

rea

with

min

imal

aud

itory

dist

ract

ion/

disr

uptio

n fo

r yo

ur w

ritin

g ar

ea.

Use

priv

acy

boar

ds.

Act

iviti

es a

nd r

esou

rces

to

supp

ort F

ine

Mot

or S

kills

p12

4-13

6

Diff

icul

ty c

ross

ing

the

bo

dy

mid

-lin

e w

ith

pen

cil?

Sw

aps

hand

s in

the

mid

dle

?

Pra

ctis

e fin

e an

d gr

oss

activ

ities

that

invo

lve

cros

sing

the

mid

-line

.B

i-lat

eral

inte

grat

ion

activ

ities

p15

2



38

The Inclusive SchoolReading and Recording Skills (Continued)W

hat

you

mig

ht s

ee .

. . .

Diff

icul

ty c

ross

ing

the

bo

dy

mid

-lin

e w

ith

pen

cil?

Sw

aps

hand

s in

the

mid

dle

? (C

onti

nu

ed)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Pra

ctis

e vi

sual

ly fo

llow

ing

a m

ovin

g ob

ject

acro

ss th

e m

id-li

ne e

.g. a

pup

pet,

or a

bea

nba

g to

ssed

from

one

han

d to

the

othe

r.

For

war

d or

bac

kwar

d ch

ain

task

s to

hel

pch

ild u

nder

stan

d w

hat t

hey

have

to d

o.

Pro

vide

goo

d qu

ality

or

adap

ted

scis

sors

and

glue

stic

ks. P

rovi

de le

ft-ha

nder

s w

ithap

prop

riate

equ

ipm

ent.

Foc

us o

n, a

nd e

ncou

rage

, fun

, enj

oym

ent

and

crea

tivity

rat

her

than

the

end

prod

uct.

Pre

-cut

/pas

te p

arts

.

Pro

mot

ing

Inde

pend

ence

Ski

lls p

33-3

5

Sel

f-E

stee

m p

87-9

1

Use

pre

pare

d sh

eets

whe

n po

ssib

le e

.g.

spel

ling

test

s w

ith th

e re

st o

f the

sen

tenc

ew

ritte

n.

Teac

hing

Str

ateg

ies

p29-

30P

erfo

rms

po

orl

y in

sp

ellin

g t

ests

– ca

n’t

finis

h w

riti

ng a

wo

rdb

efo

re t

he n

ext

wo

rd g

iven

ind

icta

tio

n.U

se o

ral s

pelli

ng d

icta

tions

inst

ead

ofw

ritte

n. O

nly

writ

e th

e sp

ellin

g w

ord,

not

the

who

le s

ente

nce.

Slo

w t

o f

inis

h w

ritt

en w

ork

.

Bi-l

ater

al in

tegr

atio

n ac

tiviti

es p

152

Par

tner

with

ano

ther

who

can

hel

p w

ithcu

tting

/pas

ting.

Avo

ids

arts

/cra

fts

cutt

ing

,p

asti

ng a

ctiv

itie

s.

Fin

e M

otor

Ski

lls r

esou

rces

and

act

iviti

esp1

24-1

36

Ove

rvie

w o

f Int

erve

ntio

ns p

26-2

7

Avo

id u

nnec

essa

ry w

ritin

g e.

g. d

ate

and/

orle

arni

ng o

bjec

tive.

Ens

ure

expe

ctat

ions

of t

he ta

sk a

re w

ell

unde

rsto

od.

Han

dwrit

ing

Res

ourc

es p

161-

173

Wo

rk is

mes

syP

rovi

de c

hild

with

writ

ing

scaf

fold

s an

dvi

sual

rem

inde

rs.

Pro

vide

vis

ual c

ues

or la

bels

to a

ssis

t with

plan

ning

and

set

ting

out w

ork.

Teac

h se

lf-ev

alua

tion.

Impr

ovin

g H

andw

ritin

g -

chec

klis

t p16

5H

andw

ritin

g R

emin

ders

p16

8



39

Reading and Recording Skills (Continued)W

hat

you

mig

ht s

ee .

. . .

Diff

icul

ty le

arni

ng c

ursi

ve w

riti

ngan

d w

ritt

en w

ork

is il

leg

ible

.

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Exp

licitl

y te

ach

hand

writ

ing

usin

g a

mul

ti-se

nsor

y ap

proa

ch a

nd a

llow

tim

e fo

rpr

actic

e an

d co

nsol

idat

ion.

Foc

us o

nco

rrec

t let

ter

form

atio

n, le

gibi

lity

and

spee

d.

Use

ʻtra

m li

nesʼ

(do

uble

writ

ing

lines

), w

ithth

e to

p on

e in

dica

ting

the

star

ting

poin

t for

the

shor

t let

ters

and

a s

hort

dis

tanc

e ab

ove

it as

the

star

ting

poin

t for

asc

ende

rs, a

ndde

scen

ders

fini

shin

g be

low

the

seco

nd li

ne.

Try

usin

g sp

ecia

l han

dwrit

ing

pape

r w

ithra

ised

line

s.

Bi-l

ater

al A

ctiv

ities

p15

2

Allo

w th

e in

divi

dual

to e

xpre

ss h

im/h

erse

lfus

ing

oral

, pic

toria

l, di

agra

mm

atic

mea

nsas

alte

rnat

ives

to w

ritte

n.

WA

VE

2 p

61B

egin

ning

to T

each

Han

dwrit

ing

p161

-163

Pra

ctis

e fin

e an

d gr

oss

activ

ities

that

invo

lve

cros

sing

the

mid

-line

.P

ract

ise

visu

ally

follo

win

g a

mov

ing

obje

ctac

ross

the

mid

-line

, e.g

. a p

uppe

t, or

abe

an b

ag to

ssed

from

one

han

d to

the

othe

r.

Han

dwrit

ing

Res

ourc

es p

187

Alte

rnat

ive

Way

s of

Rec

ordi

ngR

eadi

ng a

nd R

ecor

ding

Ski

lls p

37-4

2

Use

wor

kshe

ets

whi

ch r

equi

re o

bliq

ue li

nes

to c

ompl

ete

them

.U

se r

uler

s an

d st

enci

ls to

dra

w o

bliq

uelin

es.

Use

PE

to e

xplo

re o

bliq

ue s

hape

s th

e bo

dym

akes

, and

con

stru

ctio

n m

ater

ials

toex

plor

e sl

opes

and

ang

les.

Beg

inni

ng to

Tea

ch H

andw

ritin

g p1

61-1

63A

ngle

the

writ

ing

surf

ace

to p

rom

ote

bette

rha

nd p

ositi

on.

Try

usin

g di

ffere

nt ty

pes

of p

enci

ls/p

ens

and

grip

s e.

g. r

olle

r-ba

ll pe

ns, l

ight

-up

pens

.H

oldi

ng th

e P

en o

r P

enci

l p16

1-16

3

WA

VE

2 p

61-6

4



40


hat

you

mig

ht s

ee .

. . .

Diff

icul

ty le

arni

ng c

ursi

ve w

riti

ngan

d w

ritt

en w

ork

is il

leg

ible

.(C

onti

nu

ed)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Intr

oduc

e ke

yboa

rd s

kills

and

allo

wde

dica

ted

time

for

prac

tice.

Pho

toco

py m

aths

que

stio

ns to

allo

w fo

rpu

pil t

o fil

l in

the

answ

ers.

Dev

elop

ing

Key

boar

d S

kills

p13

9

Use

a fi

nger

to p

oint

und

er e

ach

wor

d in

turn

, or

a ru

ler

to h

old

unde

r ea

ch li

ne a

ndth

en s

lide

it do

wn

to r

evea

l the

nex

t one

.U

se a

ʻrea

ding

win

dow

ʼ (co

mm

erci

ally

avai

labl

e or

hom

e-m

ade)

to r

evea

l onl

y a

few

wor

ds a

t a ti

me.

Use

larg

er p

rint,

chan

ge o

f fon

t, w

ider

line

spa

cing

, or

page

sw

ith fe

wer

wor

ds o

n th

em. C

olou

red

over

lay

or c

olou

red

pape

r (t

o su

it th

ein

divi

dual

s ne

eds)

.Tr

acki

ng e

xerc

ises

e.g

. fro

m B

rain

Gym

®.

Rea

ding

and

Rec

ordi

ng p

37-4

2D

evel

opin

g K

eybo

ard

Ski

lls p

139

Eva

luat

e on

ly w

hat i

s ne

eded

to s

how

the

pupi

l has

met

cur

ricul

um e

xpec

tatio

ns.

Cre

ate

a ba

lanc

e be

twee

n w

ritte

n, o

ral a

ndpi

ctor

ial a

nsw

ers.

Sup

port

ing

Num

erac

y p4

5-46

Vis

ual P

erce

ptio

n A

sses

smen

t p10

9-12

2V

isua

l Tra

ckin

g A

ctiv

ities

p14

9

Bi-l

ater

al In

tegr

atio

n p1

52P

rovi

de a

pro

mpt

car

d on

des

k to

p(p

refe

rabl

y st

uck

dow

n) w

ith e

xam

ples

of

num

eral

s an

d ea

sily

mem

orab

le w

ords

for

refe

renc

e. G

ive

lots

of p

rais

e fo

r us

ing

it.

Era

se (

or c

orre

ct)

all i

ncor

rect

ly-o

rient

edle

tters

or

num

eral

s in

wor

k -

if ex

ampl

es o

fbo

th o

rient

atio

ns a

re fr

eque

ntly

see

n th

eyw

ill b

oth

look

ʻnor

mal

ʼ. A

bud

dy m

ay b

e ab

leto

do

this

. (D

onʼt

mak

e it

puni

tive!

)

Per

form

s p

oo

rly

in m

aths

tes

ts –

can’

t lin

e up

mat

hs c

olu

mns

corr

ectl

y.P

erfo

rms

po

orl

y in

aca

dem

icte

sts

Whe

n re

adin

g ju

mp

s lin

es,

mis

ses

out

wo

rds

or

runs

wo

rds

tog

ethe

r.

Dir

ecti

ona

l co

nfus

ion.

Co

ntin

ues

to r

ever

se le

tter

s, n

umb

ers

and

wo

rds

des

pit

e p

ract

ice

and

sup

po

rt.

Has

diff

icul

ties

co

pyi

ng f

rom

the

bla

ckb

oar

d



41


hat

you

mig

ht s

ee .

. . .

Dir

ecti

ona

l co

nfus

ion.

Co

ntin

ues

to r

ever

se le

tter

s, n

umb

ers

and

wo

rds

des

pit

e p

ract

ice

and

sup

po

rt.

Has

diff

icul

ties

co

pyi

ng f

rom

the

bla

ckb

oar

d. (

Con

tin

ued

)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Teac

h le

ft-rig

ht a

war

enes

s -

e.g.

thro

ugh

regu

lar

hand

shak

ing

in c

lass

at t

he s

tart

of

sess

ions

or

wea

ring

a fr

iend

ship

bra

cele

ton

a s

peci

fic w

rist.

WA

VE

1 p

29-5

9

Vis

ual T

rack

ing

Act

iviti

es p

149

Pro

vide

info

rmat

ion

on p

upilʼ

s de

sk.

Fin

d a

bette

r po

sitio

n in

rel

atio

n to

the

whi

tebo

ard,

avo

idin

g ne

ed to

turn

hea

d.V

ary

colo

urs

of p

ens

used

on

the

boar

d.A

ngle

d w

ritin

g bo

ard,

red

ucin

g ne

ckm

ovem

ents

.D

eskt

op m

aste

r of

not

es to

be

copi

ed (

rule

rca

n be

use

d to

iden

tify

plac

e).

Enc

oura

ge q

uiet

ver

balis

atio

n or

sile

ntm

outh

ing

of w

ords

to b

e co

pied

.

Use

col

oure

d do

ts o

r nu

mbe

rs to

iden

tify

star

ting

posi

tion

and

whe

re to

fini

sh.

Pro

vide

a fr

ame

for

the

draw

ing

in th

em

iddl

e of

the

page

, a li

ne fo

r su

bjec

t to

ʻsta

ndʼ o

n, o

r sm

alle

r si

zed

pape

r.

Pro

vide

out

line

boxe

s fo

r ea

ch w

ord,

grad

ually

red

ucin

g th

eir

size

.U

se a

sm

all t

hin

brig

ht c

ard

for

a ʻS

pace

man

ʼ to

plac

e be

twee

n w

ords

Can

’t w

ork

out

whe

re t

o s

tart

wri

ting

on

a p

age.

Rei

nfor

ce s

pelli

ng s

kills

; hav

e di

fficu

ltw

ords

on

desk

-top

pro

mpt

car

d.V

isua

l Per

cept

ion

Ass

essm

ent p

109-

122

Vis

ual T

rack

ing

Act

iviti

es p

149

Diff

icul

ty m

akin

g le

tter

s th

e sa

me

size

, kee

pin

g t

hem

on

the

line

and

put

ting

sp

aces

bet

wee

n th

ew

ord

s.

Use

squ

ared

pap

er, e

mph

asis

ing

an e

mpt

ysq

uare

bet

wee

n ea

ch w

ord

Pro

vide

act

iviti

es to

hig

hlig

ht th

e sp

aces

betw

een

wor

ds o

n sh

eet o

f pho

toco

pied

writ

ing.



42


hat

you

mig

ht s

ee .

. . .

Diff

icul

ty m

akin

g le

tter

s th

e sa

me

size

, kee

pin

g t

hem

on

the

line

and

put

ting

sp

aces

bet

wee

n th

ew

ord

s. (C

onti

nu

ed)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Pat

tern

cop

ying

gam

es o

nto

grid

s,in

clud

ing

spac

es w

ithin

pat

tern

.P

rovi

de o

utlin

e bo

xes

for

each

lette

r in

the

wor

d, w

ith a

n em

pty

box

for

use

betw

een

wor

ds.

Add

a g

reen

sta

r by

firs

t box

to in

dica

test

art p

lace

.



43

Assistive TechnologyW

hat

you

mig

ht s

ee .

. . .

Lim

ited

typ

ing

ski

lls/s

pee

d o

fo

utp

ut s

low

/str

ugg

les

wit

h us

e o

fke

ybo

ard

I.C.T

. to

Sup

po

rtFu

rthe

r In

form

atio

n

Spe

edy

Key

s pr

ogra

m

Firs

t Key

s pr

ogra

m

Gam

e-ba

sed

Ass

isti

ve T

echn

olo

gy

Ten

Thu

mbs

typi

ng

Nes

sy F

inge

rs2T

ype

Eng

lish

type

Jun

ior/

Sen

ior

ww

w.tu

xtyp

e.so

urce

forg

e.ne

t/

All

com

pute

r pr

ogra

ms

– se

e su

pplie

rs li

stF

ree

dow

nloa

d

Key

boar

d Le

tter

stic

kers

.B

ig K

eys.

Ran

ge o

f key

boar

ds e

.g.

Key

Mon

ster

Upp

er a

nd L

ower

cas

e le

tter

vers

ions

.H

igh

Vis

ibili

ty (

Sta

ndar

d an

d M

onst

er s

ize)

.

Sup

port

thos

e w

ho s

trug

gle

with

upp

erca

se le

tters

.

Ass

istiv

e Te

chno

logy

- s

ee s

uppl

iers

list

Trac

kbal

l/Big

Tra

ckba

llR

equi

re le

ss c

ontr

ol

Virt

ual R

eadi

ng R

uler

.

ww

w.d

ysle

xic.

com

(R

eada

ble)

.w

ww

.cla

roso

ftwar

e.co

m (

Cla

rovi

ew a

ndsc

reen

rul

er).

Mob

ile ti

nted

ove

rlay

that

floa

ts o

ver

any

Win

dow

s ap

plic

atio

n (in

clud

ing

Inte

rnet

) to

redu

ce s

cree

n gl

are.

Str

ugg

les

to u

seke

ybo

ard

/mo

use.

Touc

h sc

reen

s an

d m

onito

rs

Wris

t/res

t sup

port

.

As

abo

ve -

slo

w -

lack

sco

nfid

ence

wit

h ty

pin

g o

nke

ybo

ard

Str

ugg

les

wit

h m

ous

eco

ntro

l.D

iffic

ulty

dis

crim

inat

ing

/id

enti

fyin

g le

tter

s o

n ke

ybo

ard

.

Diff

icul

ty d

iscr

imin

atin

g/i

den

tify

ing

lett

ers

on

keyb

oar

d.

Str

ugg

les

wit

h ha

nd p

osi

tio

n at

keyb

oar

d/c

om

pla

ins

of

achi

ng/t

ired

fo

rear

m.



44

Assistive Technology (Continued)W

hat

you

mig

ht s

ee .

. . .

Org

anis

atio

nal d

iffic

ulti

es –

stru

gg

les

to r

emem

ber

tim

etab

le/e

qui

pm

ent/

bo

oks

etc

.

I.C.T

. to

Sup

po

rtFu

rthe

r In

form

atio

n

ww

w.m

ycor

kboa

rd.c

om

ww

w.p

ostit

.com

ww

w.d

o2le

arn.

com

Kid

spira

tion

3

Insp

iratio

n 8

Min

dful

l2C

reat

eS

park

spac

eT

hink

ing

in P

ictu

res

Fre

e do

wnl

oad.

Pos

t it n

otes

can

be

dow

nloa

ded

from

this

site

.U

sefu

l tim

etab

les/

pict

ure

card

s/ga

mes

topl

ay.

Diff

icul

ties

wit

hse

que

ncin

g/o

rgan

isin

g t

houg

hts

whe

n p

lann

ing

wri

tten

wo

rk.

Incl

udes

new

num

erac

y ac

tiviti

es.

All

thes

e pr

ogra

ms

supp

ort p

lann

ing

and

min

d m

appi

ng w

ith s

peec

h.

Dig

ital R

ecor

der

Dic

taph

one

- e.

g. O

lym

pus

DS

330.

Diff

icul

ty w

riti

ng a

t sp

eed

whe

nfa

aced

wit

h lo

ng p

iece

s o

f te

xt.

As

abo

ve.

Oth

er r

ecor

ding

dev

ices

suc

h as

reco

rdab

le p

ens

on k

ey r

ings

als

oav

aila

ble.

Dra

gon

natu

rally

Spe

akin

gV

ersi

on 1

0N

uanc

e

Spe

ech-

activ

ated

tech

nolo

gyR

equi

res

high

qua

lity

head

set a

nd h

igh

spec

. com

pute

rs.



45

Supporting Numeracy

Diff

icul

ty la

ying

out

sum

s o

np

age.

Diff

icul

ty o

rgan

isin

g o

bje

cts

for

coun

ting

.

Wha

t yo

u m

ight

see

. . .

.

Diff

icul

ty m

anip

ulat

ing

sm

all

ob

ject

s. C

oun

ting

one

to

one

.

Teac

hing

Str

ateg

ies

to S

upp

ort

●U

se u

nifix

etc

that

clip

toge

ther

.●

Num

icon

.●

Cui

sena

ire R

ods.

●A

bacu

s.●

Use

a r

uler

with

a h

andl

e.●

Use

pre

-dra

wn

tabl

es.

●F

ocus

on

mai

n ob

ject

ive

(don

ʼt le

t diff

icul

ty w

ith fi

ne m

otor

task

s af

fect

mat

hsle

arni

ng).

●U

se s

quar

ed p

aper

.●

Hig

hlig

hter

pen

s.●

Red

uce

the

num

ber

of s

ums

on a

pag

e.●

Car

d w

indo

w.

●U

se u

nifix

etc

that

clip

toge

ther

.●

Pre

-tea

ch v

ocab

ular

y.

Link

ing

wri

tten

sum

to

add

itio

nal i

nfo

rmat

ion

(tab

le,

pic

ture

etc

).

●A

void

teac

hing

num

bers

that

can

be

conf

used

at t

he s

ame

time

e.g.

2 a

nd 5

, 6an

d 9.

●U

se n

umbe

r fo

rmat

ion

guid

ance

she

et.

Sup

po

rtin

g N

umer

acy

Co

nfus

ion

of

num

ber

s e.

g. 2

& 5

.R

ever

sal o

f d

igit

s e.

g.

read

s/w

rite

s 21

inst

ead

of

12.

●U

se s

quar

ed p

aper

.●

Red

uce

the

num

ber

of s

ums

on a

pag

e.●

Leav

e cl

ear

spac

e be

twee

n pr

oble

ms

or p

rovi

de s

epar

ate

sum

s on

sep

arat

e pa

ges.

Diff

icul

ty le

arni

ng t

able

s,co

unti

ng f

orw

ard

s an

des

pec

ially

bac

kwar

ds.

Rem

emb

erin

g t

he o

rder

fo

rso

lvin

g p

rob

lem

s.

●P

rovi

de ta

bles

squ

ares

etc

.●

Use

num

ber

lines

etc

.●

Teac

h st

ruct

ured

layo

ut in

sta

ges.

●U

se “

stor

y bo

ard”

layo

uts.

●P

rom

ote

use

of c

alcu

lato

r. ●

Pro

mot

e us

e of

kno

wn

fact

s to

wor

kout

unk

now

n on

es.

●P

robe

she

ets

(pre

cisi

on te

achi

ng a

s re

com

men

ded

by D

ysle

xia

Act

ion)

.●

ICT

– N

umbe

rsha

rk e

tc. a

nd IT

P p

rogr

amm

es.

●U

se o

f boa

rd g

ames

at s

choo

l and

hom

e.



46

Supporting Numeracy (Continued)

Pro

ble

ms

wit

h la

yout

of

sum

san

d w

ith

ord

er o

f o

per

atio

ns.

Wha

t yo

u m

ight

see

. . .

.

Diff

icul

ty c

op

ying

fro

m t

he b

oar

d-

org

anis

ing

layo

ut a

nd s

pee

d.

Teac

hing

Str

ateg

ies

to S

upp

ort

To r

educ

e th

e am

ount

of w

ritte

n w

ork

use:

●ph

otoc

opie

d sh

eets

; ●

a sc

ribe;

●sq

uare

d pa

per;

●ha

ndou

ts w

ith s

pace

s fo

r an

swer

s; o

r●

let t

he c

hild

just

writ

e th

e an

swer

s an

d no

t the

sum

or

the

wor

king

out

.

●Te

ach

met

hods

in a

str

uctu

red

and

syst

emat

ic w

ay.

●P

rovi

de p

rom

pt c

ards

, or

bette

r st

ill h

elp

pupi

l dev

ise

own

prom

pt c

ards

.

Diff

icul

ty u

nder

stan

din

g s

pat

ial

conc

epts

(und

er, o

ver

etc)

.

Diff

icul

ty u

nder

stan

din

g p

lace

valu

e.

●P

re-t

each

lang

uage

, don

ʼt as

sum

e it

is u

nder

stoo

d or

rem

embe

red.

●U

se r

eal s

ituat

ions

and

con

cret

e m

ater

ials

.●

ʻSup

port

ing

Chi

ldre

n w

ith G

aps

in th

eir

Mat

hem

atic

al U

nder

stan

ding

ʼ DfE

S 1

164-

2005

.●

Letʼs

Com

mun

icat

e an

d Le

tʼs T

arge

t Com

mun

icat

ion

prov

ide

furt

her

info

rmat

ion.

●O

xfor

d M

aths

Tra

cker

s.

●U

se k

inae

sthe

tic a

ctiv

ities

whe

n le

arni

ng e

.g. s

it un

der

the

tabl

e/on

the

chai

r/be

side

Joh

n.●

Pro

vide

vis

ual c

lues

for

rein

forc

emen

t.●

Use

con

cret

e ap

para

tus

e.g.

arr

ow c

ards

.

Diff

icul

ty u

nder

stan

din

gm

athe

mat

ical

lang

uag

e e.

g.

“diff

eren

ce”.



47

Movement and MobilityW

hat

you

mig

ht s

ee .

. . .

Hes

itat

es t

o p

arti

cip

ate

inP

E/g

ames

.La

cks

fund

amen

tal s

kills

to

tak

ep

art

in P

.E./

scho

ol s

po

rts.

Low

to

lera

nce

for

mo

tor

acti

viti

es.

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Em

phas

ise

fun,

act

ivity

and

par

ticip

atio

nra

ther

than

pro

ficie

ncy.

Sel

f-E

stee

m p

87-9

1

Mo

vem

ent

and

Mo

bili

ty

Use

a fu

n an

d co

nsis

tent

war

m u

p an

d co

oldo

wn

rout

ine

that

the

child

can

mas

ter

and

part

icip

ate

fully

in.

Incl

usiv

e P.

E. p

57

Bre

ak th

e ac

tivity

into

sm

all p

arts

and

teac

hin

seq

uenc

e. T

each

ski

lls c

ompo

nent

sdi

scre

tely

to a

llow

suc

cess

.

Incl

usiv

e P

E p

57

Use

a fl

exib

le te

achi

ng a

ppro

ach

- di

ffere

ntty

pes

of g

roup

ing.

Allo

w p

upil

to c

hoos

e no

n-co

mpe

titiv

ega

mes

e.g

. run

ning

, sw

imm

ing.

In th

ese

activ

ities

per

form

ance

can

be

mea

sure

dag

ains

t sel

f.

Incl

usiv

e P.

E. p

57

Whe

n a

new

ski

ll ca

n be

taug

ht u

sing

han

dov

er h

and

inst

ruct

ions

con

side

r us

ing

the

pupi

l with

co-

ordi

natio

n di

fficu

lties

tode

mon

stra

te to

the

clas

s. T

his

allo

ws

the

pupi

l to

ʻfeel

ʼ the

mov

emen

t and

rec

eive

1:1

prac

tice.

Use

the

ST

EP

prin

cipl

e -

spac

e ta

skeq

uipm

ent a

nd p

eopl

e.

Be

awar

e of

saf

ety

risks

to c

hild

with

poo

rco

-ord

inat

ion.

Pro

vide

obj

ects

for

supp

ort i

fba

lanc

ing.

Ext

ende

d S

choo

ls p

59

Enc

oura

ge in

volv

emen

t in

exte

nded

scho

ols

spor

ts a

ctiv

ities

.E

xten

ded

Sch

ools

p59

Goa

l-Dire

cted

Lea

rnin

g us

ing

cogn

itive

stra

tegi

es p

67-6

8

Goa

l-Dire

cted

Lea

rnin

g us

ing

cogn

itive

stra

tegi

es p

67-6

8



48

Movement and Mobility (Continued)W

hat

you

mig

ht s

ee .

. . .

Avo

ids

pla

ygro

und

eq

uip

men

tan

d g

ames

.

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Teac

h ho

w to

use

equ

ipm

ent s

afel

y an

dw

ith c

onfid

ence

e.g

. rul

es o

f gam

es a

ndm

ovem

ents

req

uire

d.P

ract

ice

usin

g eq

uipm

ent e

.g. s

kipp

ing

rope

,ba

ll, a

nd a

llow

at t

imes

oth

er th

an p

layt

imes

.

Sug

gest

eye

che

cks

if no

t alre

ady

done

-vi

sual

acu

ity (

optic

ian)

, vis

ual f

ield

s an

dde

pth

perc

eptio

n (o

rtho

ptis

t)

Con

side

r th

e us

e of

a m

at o

r ch

air

durin

gca

rpet

tim

es.

Trip

s, w

alks

into

thi

ngs,

and

has

diff

icul

ty w

ith

step

s.

Be

patie

nt if

the

pupi

l nee

ds m

ultip

leat

tem

pts

to m

aste

r a

task

.

Lean

s o

n p

eop

le o

r o

bje

cts

e.g

.d

urin

g c

arp

et t

ime.

Ens

ure

a w

ell-s

uppo

rted

des

k po

sitio

n;ch

air

clos

e to

the

writ

ing

surf

ace

with

feet

touc

hing

the

floor

. Che

ck th

at c

hair

and

tabl

e ar

e at

an

appr

opria

te h

eigh

t.

Bal

ance

p.1

46Tr

unk

Sta

bilit

y p.

148

- p.

149

Bi-l

ater

al In

tegr

atio

n p.

150

Kee

p flo

or a

reas

cle

ar o

f obs

truc

tions

.A

naly

se c

lass

room

layo

ut a

ndm

ovem

ent/f

low

with

in th

e cl

assr

oom

. Alte

rla

yout

app

ropr

iate

ly.

Use

obs

tacl

e co

urse

s to

incr

ease

bod

yaw

aren

ess

and

spat

ial a

war

enes

s.

Pro

vide

are

as w

here

pup

ils c

an le

an a

ndal

low

indi

vidu

al to

do

so.

Bre

ak u

p lo

nger

car

pet t

ime

activ

ities

with

song

s, lo

w-s

kill

mov

emen

t act

iviti

es.

Slu

mp

s, le

ans

on

tab

les

whe

nw

riti

ng. F

idg

ets,

do

esn’

t re

ally

get

a c

om

fort

able

po

siti

on.

Falls

off

cha

ir in

the

cla

ssro

om

.

Ear

ly Y

ears

Sup

port

Str

ateg

ies

p.23

Soc

ial S

torie

s p.

139

Use

a s

eat w

edge

e.g

. Mov

e ʻn

ʼ Sit

LDA

cata

logu

e.



49

Movement and Mobility (Continued)W

hat

you

mig

ht s

ee .

. . .

Slu

mp

s, le

ans

on

tab

les

whe

nw

riti

ng. F

idg

ets,

do

esn’

t re

ally

get

a c

om

fort

able

po

siti

on.

Falls

off

cha

ir in

the

cla

ssro

om

.(C

onti

nu

ed)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Opp

ortu

nitie

s fo

r ac

tiviti

es th

at d

evel

opco

re s

tabi

lity

and

body

aw

aren

ess.

Use

bal

loon

s, s

oft b

alls

and

bea

n ba

gs.

Alte

r si

ze o

f bal

l, di

stan

ce th

row

n an

din

trod

uce

boun

ce.

May

bre

ak t

hing

s o

r hi

t to

o h

ard

bec

ause

the

ir b

od

y d

oes

no

t te

llth

em h

ow

muc

h fo

rce

they

are

exer

ting

.

Ens

ure

drin

king

wat

er is

ava

ilabl

e.

Thr

ow

ing

and

cat

chin

gd

iffic

ulti

es

Esc

orte

d jo

urne

ys d

urin

g qu

iet t

imes

toor

ient

the

pupi

l or

youn

g pe

rson

, poi

ntin

gou

t ʻla

ndm

arks

ʼ to

look

for

- us

em

nem

onic

s, s

torie

s or

rhy

mes

to le

arn

the

orde

r of

thes

e.

Trun

k S

tabi

lity

p.14

8

Sen

sory

Pro

cess

ing

and

Sen

sory

Mod

ulat

ion

p.17

6 -

p.17

8O

ppor

tuni

ties

for

activ

ities

that

impr

ove

body

aw

aren

ess.

GO

AL

dire

cted

teac

hing

.A

ssis

t in

setti

ng lo

ng r

ange

goa

ls b

ybr

eaki

ng g

oals

into

rea

listic

par

ts. U

se a

cogn

itive

str

ateg

y to

sup

port

the

pupi

l to

reac

h at

tain

able

goa

l.M

ake

targ

ets

SM

AR

T.

Freq

uent

ly g

ets

lost

whe

n m

ovi

ngab

out

sch

oo

l

Use

teac

her-

led

activ

ity b

reak

s e.

g.A

ctiv

ate

and

Bra

in G

ym®.

Han

dwrit

ing

Exe

rcie

s p.

163

- p.

164

Diff

icul

ty in

pla

nnin

g m

oto

rse

que

nces

.

Diff

icul

ty in

gen

eral

isin

g i.

e.ad

apti

ng o

ne le

arne

d m

ove

men

tto

ano

ther

sit

uati

on.

WA

VE

3 -

Goa

l Dire

cted

Lea

rnin

gp6

7

Vis

ual P

erce

ptio

n p.

180



50



51

Communication, Social & Emotional DifficultiesW

hat

you

mig

ht s

ee .

. . .

Mus

cle

wea

knes

s in

to

ngue

and

lips

may

lead

to

sp

eech

diff

icul

ties

.

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Spe

cific

act

iviti

es to

dev

elop

mus

cles

inm

outh

, ton

gue

and

lips.

Act

iviti

es to

Sup

port

Ver

bal D

yspr

axia

p16

0

Co

mm

unic

atio

n, S

oci

al a

nd E

mo

tio

nal D

iffic

ulti

es

Sen

sory

Reg

ulat

ion

Diff

icul

ties

p53-

55

Sen

sory

Pro

cess

ing

p178

-180

Dev

elop

str

ateg

ies

to d

evel

op s

elf e

stee

m.

Sel

f-E

stee

m p

87-9

1

Iden

tify

way

s to

red

uce

sens

ory

stim

ulat

ion.

Incr

ease

sen

sory

stim

ulat

ion

in o

ther

setti

ngs

e.g.

tem

pera

ture

of m

ud.

Teac

h ho

w to

use

pla

ygro

und

equi

pmen

te.

g. s

kipp

ing

rope

, bal

l at t

imes

oth

er th

anpl

aytim

es. D

evel

op a

ban

k of

equ

ipm

ent

that

pup

il is

com

fort

able

usi

ng.

Sel

f-E

stee

m p

87-9

1

Con

side

r pl

aytim

e bu

ddie

s, fr

iend

ship

benc

h.

Rea

ssur

e th

e pu

pil w

hen

he/s

he h

asdi

fficu

lty.

Pro

vide

lots

of p

ositi

ve r

einf

orce

men

t whe

nth

e pu

pil a

ttem

pts

new

act

iviti

es.

Ens

ure

wor

k is

diff

eren

tiate

d an

d at

an

appr

opria

te le

vel.

Dev

elop

an

etho

s of

car

e an

dun

ders

tand

ing

in th

e cl

assr

oom

thro

ugh

SE

AL

wor

k, c

ircle

tim

e, p

eer

wor

k.

WA

VE

3 p

65-6

9

Dis

likes

out

do

or

pla

y in

san

d,

mud

etc

.

Lack

of

conf

iden

ce. L

ow

sel

f-es

teem

.S

elf-

Est

eem

p87

-91

Diff

icul

ty e

stab

lishi

ngre

lati

ons

hip

wit

h fr

iend

s.P

lays

alo

ne a

t p

layt

ime;

avo

ids

pla

ygro

und

eq

uip

men

t an

dg

ames

.

May

ap

pea

r im

mat

ure.

Fid

dle

san

d la

cks

conc

entr

atio

n.A

llow

pup

il to

pla

y w

ith a

n ag

reed

obj

ect

e.g.

str

ess

ball,

Blu

Tak

, Koo

sh B

all.

Use

Mov

e ʻn

ʼ Sit

Cus

hion

.

Beh

aves

inap

pro

pri

atel

yin

clud

ing

wo

rk a

void

ance

.M

odel

ing

appr

opria

te b

ehav

iour

.

Pro

vide

firm

, cle

ar b

ound

arie

s an

d ex

pect

atio

ns.

Soc

ial S

torie

s p1

40



52

Communication, Social & Emotional Difficulties(Continued)

Wha

t yo

u m

ight

see

. . .

.

Beh

aves

inap

pro

pri

atel

yin

clud

ing

wo

rk a

void

ance

.(C

onti

nu

ed)

Teac

hing

Str

ateg

ies

to S

upp

ort

Mo

re In

form

atio

n W

ithi

n T

his

Do

cum

ent

Pee

r su

ppor

t.

Co

nfus

ion

fro

m n

on-

verb

al c

ues

(mis

read

s b

od

y la

ngua

ge

etc.

)

Con

sist

ency

of e

xpec

tatio

ns a

nd s

anct

ions

.

Soc

ial S

torie

s p1

40D

irect

ly te

ach

wha

t non

-ver

bal c

ues

mea

n.M

odel

and

hav

e pu

pil p

ract

ice

read

ing

cues

in a

saf

e se

tting

.

Cle

ar a

nd p

ositi

ve in

stru

ctio

ns.

Soc

ial S

torie

s p1

40



53

Sensory Regulation DifficultiesS

enso

ryS

yste

mE

xam

ple

s o

f ac

tivi

ty li

kely

to

rais

e ar

ous

al le

vels

Exa

mp

les

of

acti

vity

like

ly t

olo

wer

aro

usal

leve

lsE

xam

ple

s o

f ac

tivi

ties

to

org

anis

e ne

rvo

us s

yste

m

Sen

sory

Reg

ulat

ion

Diff

icul

ties

●S

ittin

g st

ill o

r ly

ing

dow

n.●

Slo

w, g

entle

sw

ingi

ng.

●B

endi

ng d

own

to lo

wcu

pboa

rds

and

draw

ers.

●R

unni

ng, t

ram

polin

ing,

jum

ping

, hop

ping

, clim

bing

appa

ratu

s or

sta

irs.

●S

pinn

ing,

twis

ting

ordo

dgin

g an

d ch

angi

ngdi

rect

ion

(e.g

. tea

m g

ames

,tig

).●

Bou

ncin

g on

a th

erap

y ba

llM

ove

ʼnʼ S

it cu

shio

n.

●F

iddl

ing

with

item

s, li

ght

touc

h (e

.g. h

andl

ing

pape

r,pa

per

clip

s, K

oosh

bal

ls, o

rlig

ht o

bjec

ts).

●Ti

cklin

g, ir

ritat

ion

from

clot

hing

or

hair.

●B

eing

jost

led

in a

que

ue o

rby

pas

sers

-by.

Vest

ibul

arH

ypo

sens

itiv

ity:

Ro

cks,

sp

ins,

bo

unce

s;P

oo

r b

alan

ce.

Hyp

erse

nsit

ivit

y:Fe

ar o

f he

ight

s; d

islik

essu

dd

en m

ove

men

t;tr

avel

sic

knes

s.

●G

entle

nec

k ro

lling

.●

Slo

w, s

tead

y ro

ckin

g (e

.g.

rock

ing

chai

r or

hor

se).

Tact

ileH

ypo

sens

itiv

ity:

Hig

h p

ain

thre

sho

ld;

need

s to

fid

dle

;un

awar

e o

fte

mp

erat

ure.

Hyp

erse

nsit

ivit

y:P

ulls

aw

ay f

rom

to

uch;

dis

likes

clo

thes

lab

els.

Pro

pri

oce

pti

veH

ypo

sens

itiv

ity:

Una

ble

to

kee

p s

till;

slee

pin

g d

iffic

ulti

es.

Hyp

erse

nsit

ivit

y:T

ires

eas

ily; m

ove

ssl

ow

ly; d

islik

es r

oug

hp

lay.

●S

low

, rhy

thm

ic s

trok

ing

with

med

ium

pre

ssur

e.●

Pal

mar

gra

sp o

f som

e ite

ms

(e.g

. com

fort

toy)

.●

A s

afe

plac

e to

esc

ape

to.

●H

uggi

ng a

larg

e so

ft to

y or

cush

ion.

●D

eep

sust

aine

d to

uch,

as

with

dow

nwar

d pr

essu

re o

nth

e sh

ould

ers,

sitt

ing

with

hand

s un

der

the

thig

hs.

●S

low

and

ste

ady

ʻlog-

rolli

ngʼ

alon

g gy

m m

ats.

●M

odel

ling

clay

.

●F

oot t

appi

ng.

●S

hifti

ng w

eigh

t and

pos

ition

(if s

ittin

g or

sta

ndin

g).

●G

ettin

g up

from

a c

hair

and

wal

king

(e.

g. fi

nd le

gitim

ate

reas

ons

to d

o th

is in

cla

ss).

●R

epea

tedl

y ki

ckin

g a

foot

ball

agai

nst a

wal

l.

●In

activ

ity.

●S

ittin

g do

wn,

lean

ing

back

agai

nst s

uppo

rt.

●H

eavy

mus

cle

wor

k,in

clud

ing:

pus

hing

and

pulli

ng, c

arry

ing

heav

ybo

oks,

wea

ring

a w

eigh

ted

back

-pac

k, s

tand

ing

and

push

ing

dow

n on

to a

ste

ady

tabl

e th

roug

h th

e pa

lms

ofth

e ha

nds,

isom

etric

exer

cise

, hol

ding

hea

vydo

ors

open

.



54

Sensory Regulation Difficulties (Continued)S

enso

ryS

yste

mE

xam

ple

s o

f ac

tivi

ty li

kely

to

rais

e ar

ous

al le

vels

Exa

mp

les

of

acti

vity

like

ly t

olo

wer

aro

usal

leve

lsE

xam

ple

s o

f ac

tivi

ties

to

org

anis

e ne

rvo

us s

yste

m

●B

right

ligh

ts, b

right

col

ours

,un

tidy

wor

k ar

eas.

●M

ovem

ent i

n th

e vi

sual

field

s, p

artic

ular

ly w

hen

ofse

vera

l obj

ects

or

peop

le, i

nra

ndom

dire

ctio

ns, o

r at

fast

or c

hang

ing

spee

ds.

●V

ideo

s w

ith fa

st a

ctio

n,(m

ore

so if

ass

ocia

ted

with

sudd

en, l

oud

or h

igh-

pitc

hed

nois

es).

Pro

pri

oce

pti

ve(C

onti

nu

ed)

●S

tret

chin

g ar

ms

and

trun

kup

and

sta

mpi

ng fe

et o

n th

eflo

or (

a go

od p

re-w

ritin

gex

erci

se).

●A

hea

vy b

ean

bag

or ʻL

appe

tʼ on

lap

or s

houl

ders

(NB

:H

eavy

mus

cle

wor

k ca

nre

duc

e th

e ex

cita

tory

eff

ects

of v

estib

ular

stim

ulat

ion

whe

n th

ey a

re c

omb

ined

)

Vis

ual

Hyp

ose

nsit

ivit

y:R

ubs

eyes

har

d; f

lap

sfin

ger

s in

fro

nt o

f fa

ce;

inap

pro

pri

ate

star

ing

;lik

e sh

iny

ob

ject

s.H

yper

sens

itiv

ity:

Chi

ld c

ove

rs e

yes;

avo

ids

bri

ght

lig

ht;

pre

fers

dar

k ar

eas.

Aud

ito

ryH

ypo

sens

itiv

ity:

Sho

uts,

tal

ks o

ut lo

ud;

sing

s/ta

lks

inap

pro

pri

atel

y;d

iffic

ulty

reca

lling

/rep

eati

ng.

Hyp

erse

nsit

ivit

y:D

oes

n’t

like

loud

nois

es; p

uts

fing

ers

inea

rs; h

ides

und

er t

heta

ble

.

●D

im li

ghts

, mut

ed c

olou

rs.

●Ti

dy w

ork

area

s.●

Slo

w g

entle

, rhy

thm

icm

ovem

ent (

e.g.

wat

chin

g an

oil a

nd w

ater

toy

or la

vala

mp)

.●

Rea

ding

or

stud

ying

api

ctur

e an

d lo

okin

g fo

rde

tails

.

●Im

prov

ing

stra

tegi

es fo

rvi

sual

per

cept

ion,

if th

is is

apr

oble

m.

●C

lear

, unc

lutte

red

envi

ronm

ents

.●

Fam

iliar

env

ironm

ents

, mor

eso

if a

ssoc

iate

d w

ith s

afet

yan

d co

mfo

rt.

●S

udde

n, lo

ud o

r hi

gh-

pitc

hed

nois

es.

●M

usic

with

an

unev

en,

stro

ng o

r ra

pid

beat

.●

Uni

dent

ified

noi

ses

(e.g

. due

to p

oor

audi

tory

per

cept

ion

or u

nfam

iliar

ity).

●N

ear

sile

nce,

or

quie

tba

ckgr

ound

noi

ses

(e.g

. use

ear

defe

nder

s).

●M

usic

with

a g

entle

, slo

wan

d st

eady

bea

t.●

Am

bien

t mus

ic (

e.g.

oce

anso

unds

).

●Q

uiet

sel

f-ta

lkin

g th

roug

h a

sequ

ence

of a

ctio

ns



55

Sensory Regulation Difficulties (Continued)S

enso

ryS

yste

mE

xam

ple

s o

f ac

tivi

ty li

kely

to

rais

e ar

ous

al le

vels

Exa

mp

les

of

acti

vity

like

ly t

olo

wer

aro

usal

leve

lsE

xam

ple

s o

f ac

tivi

ties

to

org

anis

e ne

rvo

us s

yste

m

●C

runc

hy o

r cr

ispy

food

s.●

Spi

cy, s

avou

ry o

r so

urfo

ods.

●

Col

d fo

ods

or d

rink

(e.g

. ice

crea

m).

●M

ixed

food

text

ures

(e.

g.m

ince

, sou

p w

ith c

hunk

y bi

tsin

it).

●F

izzy

drin

ks.

Olfa

cto

ryH

ypo

sens

itiv

ity:

Sm

ells

peo

ple

and

ob

ject

sH

yper

sens

itiv

ity:

Co

vers

no

se; r

efus

esce

rtai

n fo

od

.

●(N

B: T

he o

lfact

ory

sens

e is

stro

ngly

link

ed t

o m

emor

yan

d e

mot

ion,

and

the

refo

resm

ells

can

hav

e ve

ryd

iffer

ent

effe

cts

on e

ach

ind

ivid

ual).

Oro

-mo

tor

and

gus

tato

ryH

ypo

sens

itiv

ity:

Like

s to

che

w p

enci

lso

r fin

ger

s, t

eeth

gri

ndin

g.

Hyp

erse

nsit

ivit

y:D

islik

es f

izzy

dri

nks,

avo

ids

crun

chy

foo

d;

dis

likes

che

win

g.

●S

ucki

ng (

e.g.

thro

ugh

ast

raw

or

spor

ts w

ater

bot

tlew

ith n

arro

w o

peni

ng).

●D

rinki

ng w

arm

milk

y dr

inks

.

●C

hew

ing

(e.g

. drie

d fr

uit,

doub

le q

uant

ity o

f che

win

ggu

m, l

iquo

rice,

or

bitin

g on

aco

tton

hank

y or

ano

ther

saf

eite

m).

●S

tron

g su

ckin

g (e

.g.

on a

suga

r-fr

ee b

oile

d sw

eet,

lolly

, or

drin

king

a th

ick

drin

kth

roug

h a

stra

w).

●C

itrus

, min

t, sp

ices

.●

Sm

ells

ass

ocia

ted

with

frig

hten

ing,

wor

ryin

g or

exci

ting

situ

atio

ns.

●S

mel

ls a

ssoc

iate

d w

ithre

laxa

tion

and

com

fort

.●

Flo

ral s

mel

ls.



56

The STEP Framework

Space● Adapt playing area - increase or decrease size of

playing area.● Use zoned areas to create safe playing areas or where

pupils can be matched on ability.● Allow pupils to start at different times or from different

areas.● Put targets nearer or further away.

Task● Harder - introduce more rules.● Rotate roles.● Change rules to aid inclusion.● Be flexible.● Try different ways of taking part e.g. seated, standing.● Use differentiated targets in group.

Equipment● Size.● Shape.● Weight.● Colour.● Texture.● Playing surface.● Indoor/outdoor.

People● Independently.● In groups.● In teams. ● With friends.● Plan mixed ability groups.



57

Inclusive P.E.

Enabling all young peopleto have some sort ofsuccess when takingpart in PE or school

sport is vital if they aregoing to enjoy it and

feel good aboutthemselves andparticipating.

The STEP frameworkhas been designed toassist deliverers in

changing activities ifthey are too difficultor indeed too easy,

to maintain a youngperson’s interest.

SpaceTask

EquipmentPeople



58

Extended provision for children/young people, both at school andin the community is an area that those with motor co-ordinationdifficulties may find difficult to access. Such services may include:

● Breakfast clubs.● Lunchtime clubs.● After school clubs.● Sports clubs.● Youth clubs.● Brownies, Guides, Cubs, Scouts.

As practitioners, it is important to recognise individual needs andput strategies into place to create a fully accessible service. Someideas to assists with co-ordination difficulties are as follows.

Information pack for school-based activity to include:

● List of relevant children/young people.● Name of school contact.● List of settings who have DCD friendly clubs with

contact numbers.● Aide memoire for pupils needing support - to record

messages, dates, kit etc.● A4 cards appropriate to the setting and activities to

outline possible ʻproblem areasʼ and how to includemembers with co-ordination difficulties.

Information pack for community settings to include:

● A named school contact for further support.● List of relevant children/young people.● Information cards detailing necessary actions for

individuals.● Details of training available.

Children/Young People with Co-ordination Difficulties at aBreakfast Club may need:

● Extra space at the table.● Extra time to collect and clear away.● Assistance with managing cutlery.● Help with served food (carrying drinks or trays selecting

or carrying cutlery.● Reminders about when school starts and extra time to

finish.



59

Extended Schools

As in the case of settingsand schools extended

provision is required torecognise and support theindividual needs of asllchildren/young people.



60

Section 5

Wave 2 – Catch Up Programmes

Wave 2 intervention is intended to be for ashort fixed period using a baseline, measured

outcomes and monitored rigorously foreffectiveness.

DfES (2006)


A Wave 2 intervention programme is where a group of targetedpupils follow a programme over a fixed period of time. Theseprogrammes are often known as ʻcatch-upʼ (designed to bringpupils quickly up to the expected standard) programmes.

Wave 2 interventions can be appropriate at any stage of a pupilʼseducation. As each pupil is developmentally different, individualsmay benefit from these programmes at different stages of theirschool careers. Secondary schools should also consider the useof these programmes to support pupils with co-ordinationdifficulties.

This section of the document provides an overview of Wave 2programmes. Wave 2 intervention should only be considered if apupil shows continuing difficulties despite appropriate support atWave 1 (Quality First Teaching).

Wave 2 interventions are designed for pupils for whom a well-structured short-term programme, possibly delivered by ateaching assistant working with a teacher, is all that is needed toenable them to make accelerated progress.



61

Wave Two - Catch Up Programmes

My handwriting is perfectnow. It is smaller and

people can read it, whereasthey couldn’t before.”



62

Wave 2 InterventionsN

ame

of

Inte

rven

tio

nW

ho is

it f

or?

Wha

t d

oes

it in

volv

e?Fe

atur

es/N

ote

s

Wav

e 2

Inte

rven

tio

ns

Thi

s is

an

8-w

eek

prog

ram

me

of45

-60

min

utes

per

wee

k,in

tend

ed fo

r sm

all g

roup

s -

idea

lnu

mbe

r of

3.

Incl

udes

war

m-u

p ex

erci

ses

and

pre-

and

pos

t-as

sess

men

ts.

Sui

tabl

e fo

r pu

pils

age

d 8

and

abov

e w

hose

writ

ing

is s

low

and

labo

ured

.

Pup

ils w

hose

writ

ing

dete

riora

tes

as th

e pr

essu

re to

writ

e m

ore

and

mor

e qu

ickl

y in

crea

ses.

Tho

se w

ho fi

nd it

har

d to

get

star

ted

writ

ing

and

who

rar

ely

com

plet

e pi

eces

of w

ritte

n w

ork.

Pup

ils w

ho c

ompl

ain

of h

and

cram

ps a

nd/o

r fin

d it

diffi

cult

tosi

t stil

l and

to w

rite

com

fort

ably

.

Tho

se w

hose

wor

k ap

pear

sun

tidy

and

badl

y or

gani

sed.

‘Sp

eed

Up

’Lo

is A

dd

y (L

DA

)B

ook

outli

nes

hist

ory

and

ratio

nale

beh

ind

the

prog

ram

me.

T

here

is in

form

atio

n ab

out t

hesk

ills

need

ed to

writ

e w

ell.

Cle

ar a

sses

smen

ts/o

bser

vatio

nch

eckl

ists

.

Cal

liro

bic

s –

Han

dw

riti

ngE

xerc

ises

to

Mus

ic –

by L

iora

Lau

fer

ww

w.c

allir

obic

s.co

m

Des

igne

d to

impr

ove

eye-

hand

co-o

rdin

atio

n, fi

ne m

otor

ski

lls,

self-

este

em a

nd b

ette

r w

ritin

g -

for

ages

7-1

4.

The

pro

gram

me

com

prom

ises

aw

orkb

ook

and

CD

with

10

stru

ctur

ed s

essi

ons.

Eac

hse

ssio

n in

clud

es tw

o ha

ndw

ritin

gex

erci

ses

(one

str

aigh

t lin

es a

ndan

gula

r, on

e cu

rved

and

roun

ded)

toge

ther

with

two

piec

es o

f mus

ic.

The

pro

gram

me

may

be

wor

thtr

ying

with

old

er K

ey S

tage

2pu

pils

to g

ive

them

the

chan

ce o

fa

diffe

rent

app

roac

h, e

spec

ially

whe

re p

aren

ts m

ay b

e ke

en to

help

at h

ome

with

the

daily

prac

tice.



63

Wave 2 Interventions (Continued)N

ame

of

Inte

rven

tio

nW

ho is

it f

or?

Wha

t d

oes

it in

volv

e?W

hat

do

es it

invo

lve?

Wri

te f

rom

the

Sta

rtIo

n Te

od

ore

scu

and

Lois

Ad

dy

Jum

p A

head

Wes

t S

usse

xIn

clus

ion

Team

A p

rogr

amm

e of

exe

rcis

es to

deve

lop

the

skill

s re

quire

d fo

rgo

od h

andw

ritin

g. S

uita

ble

for

age

4 to

11

year

s ol

d bu

t mos

tef

fect

ive

with

thos

e in

yea

rs 1

-3.

The

boo

ks a

re d

ivid

ed in

toph

oto-

copi

able

wor

kshe

ets

whi

ch m

ake

book

lets

. At t

hebe

ginn

ing

of e

ach

of th

ese

are

inst

ruct

ions

exp

lain

ing

the

aim

of

the

exer

cise

s, h

ow to

car

ry th

emou

t and

ofte

n ad

ditio

nal a

ctiv

ities

to s

uppo

rt th

e ex

erci

ses.

It sh

ould

be

done

at l

east

3tim

es a

wee

k id

eally

eve

ryda

y.(e

.g. a

s a

Wav

e 2

or 3

inte

rven

tion)

.

Mak

e su

re th

at th

e ch

ild r

ealis

esth

e im

port

ance

of t

he a

ctiv

ities

.S

et a

side

a s

peci

fic ti

me

and

stic

k to

it.

Mak

e su

re h

ands

are

cle

an,

penc

ils s

harp

, sea

ts th

e co

rrec

the

ight

.If

poss

ible

use

slo

ping

desk

s/bo

ards

.G

ive

a ch

oice

of p

enci

lth

ickn

esse

s an

d gr

ips.

Invo

lve

the

child

ren

in th

epr

oces

s of

ass

essi

ngim

prov

emen

t in

thei

r w

ritin

gbe

fore

and

afte

r a

set p

erio

d.E

ncou

rage

them

to ta

ke a

prid

ein

thei

r w

ork.

Beg

in e

ach

sess

ion

with

war

m-

up e

xerc

ises

(S

ee L

SS

leaf

let

ʻDev

elop

ing

Han

dwrit

ing

Ski

llsʼ).

A p

rogr

amm

e of

act

iviti

es to

supp

ort t

he d

evel

opm

ent o

fm

otor

co-

ordi

natio

n sk

ills.

Sui

tabl

e fo

r K

S1

and

KS

2 pu

pils

.T

here

are

3 s

tage

s an

d S

tage

2an

d 3

are

poss

ibly

too

chal

leng

ing

for

youn

g pu

pils

.

The

boo

k co

ntai

ns in

form

atio

non

Dev

elop

men

tal C

o-or

dina

tion

Dis

orde

r an

d al

l act

iviti

es,

asse

ssm

ent f

orm

s/ob

serv

atio

nsh

eets

and

che

cklis

ts a

s w

ell a

sex

ampl

es o

f pos

sibl

e se

ssio

ns.

Sta

ge 1

cou

ld b

e us

ed a

s a

com

plet

e ʻm

otor

ʼ pro

gram

me

whe

reas

act

iviti

es in

Sta

ge 2

and

3 co

uld

augm

ent a

mot

orpr

ogra

mm

e.T

here

sho

uld

be a

n as

sess

men

tat

beg

inni

ng a

nd e

nd o

f eac

hst

age.



64

Wave 2 Interventions (Continued)N

ame

of

Inte

rven

tio

nW

ho is

it f

or?

Wha

t d

oes

it in

volv

e?W

hat

do

es it

invo

lve?

Jum

p A

head

Wes

t S

usse

xIn

clus

ion

Team

(Con

tin

ued

)

Wri

te D

ance

Mo

re W

rite

Dan

ceR

agnh

ild O

usso

ren

The

re a

re 2

5 ac

tiviti

es in

eac

hst

age

i.e. 5

act

iviti

es fo

r ea

chas

pect

of c

o-or

dina

tion.

The

prog

ram

me

shou

ld ta

ke p

lace

at le

ast 3

tim

es a

wee

k.In

Sta

ge 1

the

5 as

pect

s of

co-

ordi

natio

n ad

dres

sed

are

body

awar

enes

s, b

alan

ce, v

isua

ltr

acki

ng, b

asic

fine

mot

or s

kills

,m

otor

pla

nnin

g.In

Sta

ge 2

: pen

cil s

kills

, bal

ance

,se

nsor

y pe

rcep

tion,

bila

tera

lin

tegr

atio

n, e

ye/h

and

co-

ordi

natio

n.In

Sta

ge 3

: vis

ual p

erce

ptio

n,vi

sual

mot

or, c

o-op

erat

ive

wor

k,ba

ll sk

ills,

seq

uent

ial m

emor

y.

Writ

e D

ance

is a

ppro

pria

te fo

rpu

pils

age

d 5-

8 ye

ars

old.

Pro

gram

me

can

be u

sed

with

olde

r age

gro

up w

ho a

re s

trugg

ling

to m

aste

r han

dwrit

ing

skill

s.M

ore

Writ

e D

ance

is e

xten

ding

the

Dev

elop

men

t of W

rite

Dan

cefo

r ch

ildre

n 4-

8 ye

ars

old.

It is

a p

rogr

amm

e to

sup

port

deve

lopm

ent o

f han

dwrit

ing

usin

g m

usic

, mov

emen

t and

exer

cise

s tr

aini

ng b

oth

gros

san

d fin

e m

otor

co-

ordi

natio

n.

The

pro

gram

me

is in

tend

ed fo

rus

e w

ith a

gro

up u

sing

a w

ide

rang

e of

mov

emen

t to

mus

ic.

Par

t One

of W

rite

Dan

ceco

nsis

ts o

f 9 th

emes

whi

chin

clud

e al

l the

mov

emen

ts th

epr

essu

re, a

nd th

e sp

eed

that

toge

ther

mak

e up

lette

rs.

With

eve

ry th

eme

ther

e is

asp

ecia

l pie

ce o

f mus

ic a

nd in

addi

tion

a sp

ecifi

c rh

yme.

The

re is

a C

D R

omac

com

pany

ing

Writ

e D

ance

.

The

re is

als

o W

rite

Dan

ce in

the

Nur

sery

a p

re-w

ritin

gpr

ogra

mm

e fo

r ch

ildre

n 3-

5ye

ars

old.

Section 6

Wave 3 – Additional and Different

‘Children can master almost any skill withsufficient application and practice.’

Orton (1937)


Recent research has indicated that focusing on a specificʻfunctional skillʼ that a child/young person would like to learn e.g.ʻtying shoelaces, buttons or scissor skillsʼ can be the mosteffective way of addressing a pupilʼs needs.

Some requiring provision at Wave 3 may also benefit from amotor skills programme that is suited to the individual needs ofthe pupil through carefully assessment of their strengths anddifficulties.

Planning Sheet (p147) gives an example of a planning format thatcan be used for a programme that is delivered for 15/20 minutesthree times a week. In addition to exercises that focus on fine orgross motor skills it will include goal-directed teaching which willfocus on a particular functional skill.

Sugden, Wright, Chambers and Markee (2002) produced abooklet for parents and teachers focusing on developing anintervention programme for co-ordination difficulties followingmany years working in Leeds schools. Key features were seen tobe:

● Accurate assessment - this allows for an accuratepicture of strengths and weaknesses to be developedso that an intervention programme can be matched tothe needs of the pupil.

● Little and often - from a motivational point of view it iseasier to get involvement for a short period of time thana long one. Short sessions can also be easily includedin everyday routines.

● Variety of practice - this allows use of skills in differentcontexts. Use a range of exercises from a variety ofsources.

● Meaningful and enjoyable - if progress can be seen,and the pupil sees the point of the activities they aremore likely to be working with the person guiding themthrough the intervention programme.



65

Wave 3 - Developing Skills

A multi-level approachto movement assessment

and treatment isrecommended fortreatment of DCD

as this provides formotor development at

different levels offunction – behavioural,

neuro-cognitiveand emotional.Wilson (2005)

● Adapting and analysing tasks - When a pupil canʼtperform a task it is good practice to analyse a task bybreaking it down in order for them to learn it, and ifnecessary adapting the task to make it easier toperform e.g. changing the size of a ball, changing slopeof a writing surface.

● Expert scaffolding - This is where a moreaccomplished person helps the pupil by giving supportinitially so they can perform a task, and then graduallywithdraws the support so they take more control.

● Knowing and doing - The importance of motorplanning strategies in carrying out motor skills tasks.What do I have to do before I start to write - position ofbody on chair, position of paper.



66

Wave 3 - Developing Skills (Continued)

Providing clues on how toperform a task, askingchildren about a task,and explaining whya movement should

be executed in acertain way are related

to better movementperformance.

Neimeijer, Schoemakerand Smit-Englesman

(2006)

What is goal directed learning?

Goal-directed learning is a ʻtop-downʼ approach which harnessesmotivation to achieve something meaningful in order to developskills.

In top down approaches, or task-orientated approaches, theinteraction between the person, the task and the environment isimportant and the intervention is focused on task performance,motor control and motor skill acquisition.

The Cognitive Motor Approach (Henderson and Sugden, 1992)Neuromotor Task Training (Schoemaker et al, 2003) andCognitive Orientation to Daily Occupational Performance (COOP),Miller and Polatajko, (2001) are all examples of a task-orientatedapproach.

CO-OP is described in the pilot trial by Miller et al, (2001) asoriginating as a verbal self-guidance treatment strategy where theprimary objective of CO-OP is skill acquisition. Pupils involved inthe COOP programme identify their Goal - What do I want to do?Plan - How am I going to do it? Do - carry out the task, Check -How well did my plan work? - under the guidance of a therapist.

How is the strategy taught?

Pupils are asked to follow a simple formula:

Goal - ‘What I want to do’A goal should always be absolutely clear to the pupil and adultconcerned. It should be clear stated in positive language, realistic,and it should be something that strongly motivates them toachieve. Try to keep it to something uncomplicated at first, toincrease the likelihood of success without need for a lengthysession at this stage, and to build confidence in the use of thestrategy. If the child chooses a complex skill to learn, help thembreak it down into smaller objectives and understand why theyneed to tackle them in order. State the goal clearly, so there is nomisunderstanding about the desired result.



67

Wave 3 - Goal-Directed Learning UsingCognitive Strategies

Cognitive strategies directthe pupil’s attention to

the method used tocarry out a task.

Plan - ‘How I’m going to do it’The plan also needs to be clear and stated in positive language. Itis essential that the pupil has actively contributed to the plan inorder for them to learn the links between the plan, the action andthe end result.

Do - ‘Doing the plan’Remember, most pupils with co-ordination difficulties cannot dosomething and listen to advice or analyse what they are doing atthe same time. During the sessions, it will probably be appropriateto keep this part short, especially if you can see it isnʼt workingwell. If it is successful, keep it going so the pupil can gain themaximum from it.

Check - ‘Did I do the plan, and did it work?’Encourage the pupil to notice what they did - get him/her to checkfor visual, auditory, and kinaesthetic feedback. Now is the time toget the child to analyse whether they did carry out the plan,whether it worked, and to make the all-important connectionsbetween what they did and what happened as a result.

● Was I sitting/standing in the best position?● Did I use both my ʻdoingʼ hand and my ʻhelpingʼ hand?● Did I focus on what I was doing?

Prepare a written prompt card with GOAL – PLAN – DO – CHECKon it. Make it more memorable and appealing tby adding in anelement that relates to their age and interests.



68

Children withco-ordination difficulties

find generalizingskills difficult.

Cognitive strategies canhelp them with a

wide range ofactivities including

self-care, leisureand practical

school-based tasks.

Wave 3 - Goal-Directed Learning UsingCognitive Strategies (Continued)

Key Stage 2 and Key Stage 4

Access arrangements are put in place for those who experience alearning difficulty or disability which will impact on their ability tosuccessfully take an exam - given that they have the requiredlevel of skill and knowledge to be appropriately entered for theexam.

Access arrangements should not give unfair advantage orcompromise the skills being assessed.

The following examples of arrangements might be helpful toconsider for pupils experiencing learning or co-ordinationdifficulties:

● use of a word processor;● 25% additional time;● supervised rest breaks;● a transcript;● access to a scribe;● a reader.

At Key Stage 2 access arrangements can be put in place for thenational curriculum assessments at the end of Key Stage 2 in Y6.School staff can make some access arrangements at their owndiscretion e.g. access to a reader or a scribe or provision of atranscript or a word processor.

Applications must be made on-line to the Local Authority however,for the early opening of papers or for additional time. Pupils willonly be considered eligible for access arrangements if they meetthe criteria specified in the guidance.

At Key Stage 4 The Joint Council for Qualifications providecriteria against which applications are considered. Evidence andassessment by a specialist teacher is required regarding thepupilʼs:

● history of need and additional provision;● normal way of working;● current levels of functioning.



69

Examination Access Arrangements

For Key Stage 2guidance regardingaccess arrangements

can be found in‘Key Stage 2

Assessment andReporting Arrangements’

which is publishedeach year by the

Qualifications andCurriculum Authority

(QCA).

For Key Stage 4guidance is issuedeach school year(1st September)

by the Joint Councilfor Qualifications

– please refer to thewebsite www.jcq.org.uk

Applications must now bemade on-line –

see websitewww.naa.org.uk/aao



70

Section 7

Specialist and Individual

An occupational therapist andphysiotherapist will make a detailedassessment of the child’s functional

motor skills.


Occupational Therapy and PhysiotherapyServices

Specialist occupational therapists (OTs) and physiotherapists(PTs) treat children and young people with physical disordersaffecting their development. Referrals are made by a doctor whenthere is some evidence that the child or young person meets thecriteria for Developmental Co-ordination Disorder (see definitionsp 3). Different services will have differing routes for referrals andcriteria for diagnosis. A rough guide used is when a child or youngpersonʼs functional skills fall into the lowest 5th percentile of thepopulation.

The Developmental Co-ordination Questionnaire (DCDQ) and theMovement Assessment Battery for Children Checklist (MABCChecklist) are commonly used as part of gathering informationregarding the young personʼs skill level. An importantconsideration to take into account is whether the difficulties aredue primarily to motor difficulties or to another cause, such asemotional and behavioural difficulties, learning difficulties or lackof opportunities to develop motor skills. This may requireassessment by other professionals to eliminate any otherunderlying difficulties.

It is recommended that the advice of the OT or PT is sought if achild/young person with significant motor co-ordination difficultiesfails to make satisfactory progress after two terms of schoolintervention programmes with input from outside agencies.

Both OTs and PTs will usually carry out an initial assessment at aclinic or Child Development Centre. School visits may be carriedout to give advice on the management of the child/young personʼsmotor difficulties along with ideas for inclusion in school activitiesand access the curriculum. Long-term involvement with childrenwith co-ordination difficulties is not usual, as it is the expectationthat needs will be met within the services available in the localcommunity (including the school community).



71

Specialist Services

OT’s work with childrenwho predominantlyhave difficulties in

the area of fine motorskills and visual

perception.

PT’s work with childrenwho predominantlyhave difficulties in

the area of gross motorskills, including core

stability, balanceand mobility

A referral will be made to health services if concerns are stillapparent following the implementation of any school programmes.Specialist assessments by occupational therapy andphysiotherapy services can include any of the following:

Standardised● Movement Assessment Battery for Children - 2nd

edition.● Developmental Test of Visual Perception - 2nd edition.● Draw a Person.● Test of Visual Perceptual Skills (non motor) - Revised.● Perceived Efficacy and Goal-Setting System (PEGS).● Beery Buktenica Visual Motor Integration test.● Miller Function and Participation Scales (M-FUN).● Sensory Profile.● School Function Assessment.● Handwriting checklist (LDA).

Non-standardised● Clinical observations.● Developmental assessment.● Functional assessment, including independence skills,

such as dressing and use of cutlery.● Classroom observations.● Assessment in the home setting.● Scissor skills.● Areas of concern identified by the child or family.

Physiotherapists may also look at core stability, muscle tone andgait.



72

Specialist Assessments

Some therapy servicesmay offer group

activities, includingcycling and swimming.

Where possible, thegroups are linked

into the localcommunity settings

Section 8

Pupils, Parents and Carers

The views of the child should be sought and taken into account’

The Special Educational Needs Code of Practice (2001)


This document encourages practitioners to identify opportunitiesto listen to pupilsʼ perspectives on aspects of their learning anddevelopment. One of the principles of The Special EducationalNeeds Code of Practice (2001) is that ʻthe views of the childshould be sought and taken into accountʼ and The Every ChildMatters agenda (2003) encourages practitioners andparents/carers to take time to listen to pupilsʼ perspectives. ThePrimary Review (2007) also concluded that ʻpupil voiceʼ should beembedded more successfully in daily teaching and learningpractices.

Reasons for finding the pupil’s perspective

Pupil participation involves giving children and young people avoice in the planning and evaluation of what they are learning. Weall learn best when we know what we are trying to achieve, howmuch time is available and who is available to offer help. Thisprovides a degree of control. In the same way, pupils learn betterif they know more about themselves as learners.

Getting the pupilʼs perspective can help to:

● involve them in developing increased motivation andpride in outcomes;

● give them responsibility for their learning;

● establish dialogue to help inform the nature of anytargets;

● share a common aim of achievement, thusengendering greater respect on both sides;

● involve them as active learners to encourage them tohelp themselves;

● recognise strengths and achievements.



73

Pupil Participation

Pupils can oftenhighlight factors that

are affecting theirinclusion, as they canoften see things thatothers looking fromthe outside can’t see.Messiou (2002) refersto inclusive educationas a puzzle, and talksabout how childrenoften hold a big partof the puzzle’s pieces

due to the individualityof each child.

To give pupils a realvoice in their learning

takes time and canbe challenging but

there are good reasonsfor doing so.

Ways to develop Pupil Participation

● Talk to the pupil about what they enjoy learning anddoing, their skills, abilities and achievements, and howthey achieved their skills.

● Talk about the purpose of the tasks.

● Set targets with the pupil.

● Talk about what the pupil has already learnt thisterm/week/day, and about what skills they used, andhow those skills can be used in another context.

● Talk about what has helped a pupil to complete a tasksuccessfully.

● Listen to what pupils say about learning.

Writing Learning Targets with Pupils

Conversations about a pupilʼs learning or behaviour need to leadto a discussion about how to move forward. A joint planningmeeting involving pupils, teachers and parents can identifystrategies, resources and who can help. It is important that theemphasis is on partnership as this helps to secure ownership. Ascale (see Pupil Questionnaire 2 page 78-79) can helpconversation about the pupilʼs views of their skills, and can help togive ideas for targets. It can also be used to review progress.

“If you were to rate yourself on a scale from 1-10 for how you areat handwriting, where do you think you would put yourself?”“Where would you like to be?”Have some of the pupilʼs writing available and talk to them aboutwhat it is about their handwriting that shows they have madeprogress, and what certain letter shapes they would like toimprove to move up one notch on the scale.

“What could we do to help you move from 5 to 6?”

If a pupil gives an over-ambitious number, it is important to checkwith the child their understanding of the number they gavethemselves. For younger pupils a scale of 1-5 may be moreappropriate.



74

Pupil Participation (Continued)

Conversations that focuson the concerns abouta particular pupil’slearning are moreeffective when they

take place in acontext where all

pupils talk about theirlearning. Such

conversations taketime and practice buthelp to ensure that thepupil is interested inachieving any target.

Recording Learning Targets

Targets need to be recorded in a pupil-friendly, and accessibleformat. For a few pupils, an Individual Education Plan can offer apupil-friendly framework for recording targets. It is recommendedthat schools record pupilsʼ targets and interventions in theirprovision mapping.

Targets can be easily accessible by creating a bookmark withtheir targets on it. This helps pupils, the staff working with themand parents to regularly focus on and review relevant targets.

Inclusion Passport

The Inclusion Passport is a document which provides an up-to-date summary of the provision offered by a school to meetindividual needs. It is particularly useful at points of transition(moving to a new school/setting, new phase or new class).

The passport has two elements:

● The pupil passport, which they ʻownʼ and can carry withthem to take to a new school or to their lessons, todiscuss with staff on a daily basis.

● The schoolʼs passport which forms a key part of theoverall documentation retained by schools, and ispassed on to new schools. It records the provision thata school has offered for an individual and the impact ofthat provision. It enables schools to make all staffaware of provision to which a pupil is entitled.

The Inclusion Passport should be used for all vulnerable pupils,not just for those identified with Special Educational Needs (SEN).However, schools should be developing passports for all thosewho have a statement of SEN, or who are identified at SchoolAction Plus as a minimum requirement.

Schools should be developing Inclusion Passports at the keypoints of transition. However, good practice would be to then buildon and continually update passports throughout a pupilʼs time inschool.



75

Pupil Participation (Continued)

“It is worth recordingthat this child exhibits

very challengingbehaviour at times;in many schools he

would probably spendthe majority of his

energy resistingauthority and

challenging the powerbase of the teacher.

However Peter knowsthat he has a voice and

that we will listen tohim and treat him with

respect. In return herewards us with an

increasingly open loveof learning.”

Peacock (2007)

Pupil’s Name: __________________ School: _____________________ Date: _________

D.o.B. ___________________

1. Do you like school?Y/NHow much?

2. Do you enjoy playtime?Y/NHow much?

3. Do you find it easy torecord your ideas?Y/N How much?

4. Do you ever getfrustrated because youcanʼt do something?Y/NHow much?

5. Do you like working withothers?Y/N

6. Do you like P.E.?Y/NExplain your answer.

7. Do you have anydifficulties at lunchtime?Y/NWhat with?

Comments



76

Pupil Questionnaire 1

8. Do you use thecomputer to record yourideas?Y/N How much?

9. Do you find copyingfrom the board difficult?Y/N How much?

10. Does the work go at theright speed for you?Y/N How fast/slow?

Additional information:

Comments



77

Pupil Questionnaire 1 (Continued)



78


Name: ___________________________________ Date: _____________________

D.o.B. _____________________

What do you enjoy about school?

Is there anything you find difficult?

How would you rate yourself on the following?

POOR EXCELLENT

Handwriting

Using a ruler

Using a rubber

Using a compass

Other maths equipment

Cutting out

Enjoyment of playtimes/breaktimes

Recording your ideas on paper

POOR EXCELLENT

- short answers

- longer answers

PE

Gymnastics

Team games

Getting ready for PE

- socks

- shoes

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10



79


Which of these would you like to improve:

1. ……………………………………….

2. ……………………………………….

3. ……………………………………….

Thank you for completing the questionnaire.

You told me that you like …………………….....…. and …….…...…………………… inschool.

You told me that you find ………………………………..........………. difficult in school.

You said that you would like to get better at:

1. ……………………………………….

2. ……………………………………….

3. ……………………………………….

We will work on ……………………………..…........... first. I can help you to get better

at ………………………………………......... by …………..……………………………….

Name: D.O.B. Date:

Y - YES S - SOMETIMES N - NOYDo you like school?

What subjects do you enjoy most? Why?

Do you have difficulty in any lessons?

Which lessons?

Are teachers aware of your difficulties?

If no, which subjects do you feel teachers are not aware of your difficulties?

What do you think teachers or adults could do to help you in class?

Do you have difficulties with any of the below in class?

Copying from the board.

Using a ruler.

Using a compass.

Using equipment in Design Technology.

Using equipment in Science.

Finishing work as quickly as others.

Writing neatly.

Drawing.

S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Do you have any difficulties in PE lessons?

Dressing and undressing.

Understanding instructions.

Y S N

Y S N



80




81


Y - YES S - SOMETIMES N - NO

YThrowing and catching balls.

Gymnastics.

Running and movement.

Swimming.

Do you have any difficulties at lunchtime?

Opening packets.

Carrying a tray.

Using a knife and fork.

Do you have any difficulties moving around school?

Carrying bags.

In busy corridors.

On stairs.

S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Y S N

Balance.

Y S N

In this document it is recognised that parents and carers shouldbe given the opportunity to play a pivotal role in supporting theirchild with co-ordination difficulties. This involves dealing with thevarious agencies concerned and evaluating the best course ofintervention for their child.

Success of any intervention is greater if it is part of the daily life ofthe child and their family. Home interventions that are short,relevant, appropriate and fun are more likely to be incorporatedinto family routines.

It should be noted that interventions at home may include theextended family or people from outside the family that have anexpertise e.g. a piano teacher or an extended schoolsʼ sportsclub.

Included in this document are:

● a parental questionnaire;

● an advice booklet for parents;

● a parental leaflet with information about co-ordinationdifficulties.



82

Parents/Carers as Partners

“My son’s co-ordinationdifficulties are only

part of who he is andI feel that it is

important that Ihighlight this.”Parent of child

with DCD



83

Parental Questionnaire

Parent/Carer’s Questionnaire

Name: ____________________________________________________ D.o.B: ______________

School: ________________________________________________________________________

Please complete this questionnaire to help us meet your childʼs needs. If you would likehelp to do this please contact _______________________________________________.


Toileting.

Opening cartons, packets etc.

Carrying food tray.

Managing a knife and fork.

Managing own belongings.

Use of initiative.

Awareness of time.

Independence Skills COMMENTS✓

PROBLEMAREA

Does your child have difficulties in the areas listed below? Tick if you feel there is aproblem, and add comments if you wish.



84

Parental Questionnaire (Continued)

Walking and running.Swimming

Stamina.

Negotiating stairs and obstacles.

Sitting or standing still.

Balance.Can they ride a bike?

Climbing apparatus.

Ball skills.

Movement and Mobility COMMENTS

Recording Skills COMMENTS✓

PROBLEMAREA

Pen or pencil grasp and control.

Writing and drawing.

Work layout and use of space.

Using a computer keyboard andmouse.

✓PROBLEM

AREA



85


Language comprehension.

Speech.

Communication with adults.

Communication with children.

Following instructions.

Managing frustration.

Following rules in games.

Communication, Social andEmotional Skills COMMENTS

Managing Equipment COMMENTS✓

PROBLEMAREA

Unusual anxieties.

Use of scissors and craftequipment.

Use of ruler, eraser and mathsequipment.

Use of science and technologyequipment.

✓PROBLEM

AREA



86


Attention.

Memory.

Behaviour.

Other Areas COMMENTS✓

PROBLEMAREA

Please tell us about your child’s strengths. Also, if you have any questions, or furthercomments which may help us to help your child, please add them below or on anotherpiece of paper.

Thank you for your help.

Questionnaire completed by: ___________________________ Date: ________________

Relationship to child: _______________________________________

Please return the completed questionnaire to:

____________________________________

Section 9

Self Esteem

Feeling positive about ourselves helps usto make more effort to achieve and to

attribute our achievements to our efforts.This helps us to feel more in control of our

lives, and what happens to us.


What is Self-Esteem?

Self-esteem is essentially an attitude or opinion about ourselves.It is tied into the concepts of self-image and the ideal self.

Self-Image is how we see ourselves:● how we think we look;● what sort of person we think we;● what we think are our skills are;● how we think we relate to others.

Ideal Self is the person we would like to be.

Self-Esteem is the difference between our self-image and ourideal self.

Low self-esteem

Self image ……............................................... Ideal self

High self-esteem

Self image…………Ideal self

If the difference between our self-image and ideal self is large, weare said to have low self-esteem.

If the difference between our self-image and ideal self is small, weare said to have high self-esteem.

How do we Acquire Self-Esteem?

Self-esteem develops throughout our lives. It is influenced by howwe see we are accepted and valued by those around us e.g.parents/carers, other significant adults, peers. We also see whatis accepted and valued in others and this influences how wewould like to be. An individualʼs self-concept is dependent on theirinterpretation of events and interactions i.e. OPINIONS/BELIEFSrather than FACT.

These beliefs are learnt. We are all more likely to notice andaccept information which is consistent with our self-concept. Thisis described as BIASED SCANNING. Those with a poor self-image will be more open to information which confirms anyinadequacies. They also distort contrary information to fit with anegative self-image.



87

Self-Esteem

Factors that underpinlearning, such as

pupils’ pleasure inlearning and their

self-esteem have moreof an effect on

some children’sachievements than

teaching the curriculum‘harder and longer.’Ainscow et al (2004)

How Does Low Self-Esteem Affect Us?

Low Self-Esteem can result in:

● lower academic achievement;● little effort -ʻwhat is the point?ʼ;● reluctance to try new things;● finding it hard to take credit for achievements;● a belief that success comes from luck;● little self-respect;● depression.

It is quite healthy for there to be a discrepancy between anindividualʼs self-image and ideal self. This encourages somestriving and like the effect of the level of adrenalin, there is anoptimum which facilitates enhanced performance. When thediscrepancy starts to worry the individual, self-esteem is lowered.

It is difficult for a pupil to compartmentalise failure in one area e.g.poor handwriting can become generalised and they can feel afailure. An adult is more likely to avoid situations where they donot feel competent. Avoidance and compensation/striving canbecome problematic if they become excessive.

They cannot afford to take risks. Feeling positive about ourselveshelps us to make more effort to achieve and to attribute ourachievements to our efforts. This helps us to feel more in controlof our lives, and what happens to us.

How do we Increase Self-Esteem?

We can increase self-esteem by reducing the gap between theself-concept and the ideal self by helping pupils:

● to have a more realistic ʻidealʼ;● to have a more positive view of self.

Schools can influence self-esteem on several levels:

● individually;● class;● whole school.



88

Self-Esteem (Continued)

Maines & Robinson (2001)equate the level of apupil’s self-esteem to

money in their pocket.Those with a lot of

money can afford totry new things and

take some risks. Theymay lose a little butthey will not be poor.

Pupils with a lowself-esteem can beviewed as having

little money in theirpocket.

Teacher/pupils relationships are fundamental to fostering self-esteem. The psychological events of a classroom have beenlikened to therapy (Burns 1982) Rogers describes 3 conditions asnecessary to affect change:

◆ Empathy - seeing things from anotherʼs point of view,try to stand in their shoes.

◆ Unconditional/ Positive Regard - accept theindividual, liking and showing concern and interest.Helping them to feel accepted for what they can dorather than comparing them to others will make themless likely to have unrealistic expectations.

◆ Genuineness - being ʻrealʼ in the relationship ofteacher/pupil. Congruence between verbal and non-verbal behaviour. The use of ʻPositive Talkʼ and ʻIʼmessages are relevant here. A person with low self-esteem is more likely to accept positive feedback if youare commenting about the work/behaviour rather thangeneralised evaluation.

Listening is the essential ingredient in forming a relationship.

Tactics for Increasing Positive Interactionswith Pupils

◆ Label the act rather than blaming the individual.

◆ Taking the risk yourself - appropriate self-disclosure.

◆ If it is not done well rather than writing ʻyou must …ʼ trysubstituting ʻI will help you to ...ʼ. If it is done well givean ʻIʼ message and a specific rather than merely ʻGoodtryʼ substituting ʻI like your choice of adjectivesʼ.

◆ Apologise for being busy and keeping a child/youngperson waiting - this helps them to feel important andthat they deserve your respect.

◆ Non-verbals - a hand on the shoulder, a pat on theback, a smile or a wink can be powerful indicators thatyou recognise a child/young person as an individual.Brief, fairly frequent non-verbal messages can givepositive signals and maintain on-task behaviours.



89


Strategies to developSelf-Esteem

List positive qualities,skills and assets.Review life’s successes.Keep a positive data log.Encourageself-praise/reward.Treat self.Share problems(self-disclosure).Practice anti-perfectioniststrategies.Practice positiveself-talk.

◆ A whisper in time - this can decrease an escalatingsituation. It is private and non-threatening.

◆ Target teach to success. Identify an agreed goaltowards, ensure the steps to success are small,measurable and can be demonstrated to the child. Forexample ʻTo learn to catch a tennis ball successfullyʼ.

◆ Let children/young people record their ownachievements.

◆ The clearer about what the classroom/social aims themore effective they are.

◆ Circle time.

◆ Make Punishments Positive:a) Iʼm not that strict;b) Allow a calming down period.

◆ Positive ʻIʼ messages - to all children/young people.Many positive messages are judgmental e.g. ʻThat is agood paintingʼ. This may be rejected and the picturemay be torn up because it may not be what she/hejudges to be good.

Behavioural Approaches

The following can reinforce and shape behaviour to enhance self-concept e.g.:

- Work with the child/young person to help them setachievable goals and monitor these together regularly.

- Identify a behaviour that would indicate the child/youngperson was becoming more positive about herself, lookfor and positively reinforce this behaviour.

- Get a pupil to record positive comments with tallymarks; deliberately increase your level of praise to theclass as a whole/individuals.

- Appropriate touch when praising good academic/socialbehaviour in a way that encourages improvement andoffers the support and information for the child/youngperson to do this.

- Try to make a positive comment before correction.- Take every opportunity to make positive comments

about a child/young person using ʻIʼ statements.- Encourage realistic self-praise.- Avoid the use of should, musts, and oughts.



90


Staff who have apositive self-concept

are more able topromote self-esteem

in their pupils.

Positive Talk

Get attention by:- Using the child/young personʼs name.- Establishing eye contact and keep this, if it is broken

stop talking and say: ʻJohn, look at meʼ.- Use physical proximity e.g. stand near, put hand on

shoulder.

Be clear by:- Giving clear positive instructions i.e. tell him what you

want him to do.- Avoid long sentences. Stick to two or at most three

pieces of information e.g. ʻPut your shoes in the hall.- ʻHang your coat upʼ.

Check that the pupil has understood you.- Ask individual to tell or show you what they think has

been said or agreed. Do not accept a nod, they mightnot realise that they have not understood correctly.

Give ‘I’ messages rather than ‘You’ messages.- ʻIʼ messages are non-judgmental and let the

child/young person know what you feel and think.



91


Self-help tips forbuilding self-esteem.

◆ Be positive.

◆ Be honest - acceptyourself and yourlimitations, i.e. don’t beover-critical.

◆ Cope with criticism -can this beconstructive? If it isunfair then ignore it.

◆ Be assertive - noticeyour needs, say whatyou think and learn tosay ‘no’.

◆ Have a go/become an‘expert’ in a specificarea.

◆ Be clear about what isin you power to changeand what is not.

◆ Be organised e.g. lists

◆ Plan in advance how tohandle difficultsituations.



92

Section 10

Managing Transitions

When change is managed well and plannedfor transitions between classes, schools or

settings can provide new opportunitiesfor the development of

children and young people.


Beginning a new school or setting can raise anxieties for children,young people and their parents/carers. This can be the case whenbeginning pre-school, primary school or secondary school. Evenwithin the same school, starting a new class, year group or setcan be a positive new beginning or pose difficulties.

When change is managed well and planned for, these transitionsbetween classes, schools or settings can provide newopportunities for the development of children and young people.

Reports of successful transition highlight the importance ofpreparation and planning in advance of a young personʼs arrival.When transitions are smooth, children, young people and theirparents consider that their views were listened to, and actedupon. On-going liaison ensured that any concerns wereaddressed early.

It is also helpful to plan for other transitions which take place inschools such as phase transitions, moves to different year groupsand lesson groupings.

Research into positive inclusion experiences for children andyoung people highlights the importance of attitudes for all who areinvolved. Outcomes were better when a positive problem-solvingapproach was adopted by all.

When planning for a successful transition, it is useful to consider:

◆ What are the possible obstacles to success?

◆ What approaches and/or equipment will reduce anybarriers to a successful transition?

Preparation

It is best if preparation for transition is begun in good time. Thisenables possible obstacles to be anticipated and allows solutionsto be planned for.Young people and their families may benefit from visiting theschool or setting more often.

Good Communication

Talking with the children and young people, their parents/carers,staff who already know the young person, outside agencies isinvaluable in developing a transition plan and keeping this ontrack. Good communication helps to establish and maintainpositive relationships built on trust.



93

Managing Transitions

“Every time my childstarts a new class,

it’s as if he has starteda new school - anydifficulties seem tocome as a surpriseto his new teacher.”

Parent

My son felt as ifhis ideas were listened

to and any concernswere followed up.”

Parent

Information Sharing

Providing subject teachers, supply teachers, and teachingassistants with a clear outline of any difficulties which a pupil willencounter can prove invaluable. This can assist planning,teaching and supporting the children and young people.

Encouraging Peer Support

Acceptance by the peer group is highlighted as very important byyoung people and their carers particularly in the secondaryschool. It helps young people to feel part of school life and tocontinue to engage with their learning.

Pairing or grouping young people with peers who can supportthem can be a useful way of helping them to settle into a newenvironment. Attendance at clubs is another way to meet peerswith similar interests.

They may need a direct invitation and to be reminded about whatis available, where and when they are held on more than oneoccasion.

Mentors

Children and young people can benefit from a mentor figure whohas an awareness of their needs. Mentors can listen to anyconcerns and deal with any issues quickly, so that escalation doesnot occur. They can also act as an advocate should the needarise.

Staff Training

Staff who have received training about the issues, usefulstrategies and equipment are likely to feel more confident. Thistraining could be formal through outside agencies, parents or fromthe pupils themselves. In some cases, training may be on-going inlessons from the child/young person.

Teaching Strategies

Those with co-ordination difficulties find it useful to haveinformation presented on handouts, table or tapes for example.This provides the best opportunity for their focus to be thelearning tasks. As a result, energy is not used up by makingnotes.



94

Managing Transitions (Continued)

Often children withco-ordination difficultiesfind change challenging

particularly at thekey transition pointsin their school career.

A number of subjects include topics which require good spatialawareness e.g. map reading, geometry, measuring, and technicaldrawing. Teachers can consider extra time and appropriateequipment in advance of lessons.

Visual perception tasks require longer processing time for somepupils with co-ordination difficulties. As a result finding their wayaround the building and following a timetable may take longer.Children/young people may also tire quicker than others, whencompleting certain tasks, because of the immense effort which isinvolved.

Validation

Like all children/young people, those with co-ordination difficultiesbenefit from having their strengths recognised and built upon, andby staff having high expectations of them. This helps to ensurethat any difficulties are not globalised by the adults or the childrenand young people themselves.



95

Managing Transitions (Continued)

Smooth transitions areprompted by:RecognitionPreparationRespectTrustOn-going Learning

- For all who areinvolved



96

Appendix 1

Assessment

This appendix provides resources to supportprofessionals in assessing the needs of children withco-ordination difficulties.

The resources are as follows:

Initial Assessments:• Checklist 1 – initial observations. • Checklist 2a – more detailed observation checklist

linked to fine motor skills and handwriting.• Checklist 2b – more detailed observation checklist

linked to gross motor skills through a multi-skillsassessment.

Detailed Assessments of a child’s co-ordination:• Teachers’ Questionnaire;• Walking/running and catching;• Balancing;• Jumping;• Throwing and Catching;• Visual Perception;• Crossing the Mid-line;• Fine Motor Skills.

These assessments should be analysed togetherwith results of pupil and parent questionnaires togive an overview of a child’s strengths andweaknesses in terms of co-ordination, and theimpact these are having on their daily life.

Additional resources linked to assessments:• Complete the shape; • Scissors skills sheets;• Copy shapes;• Tracing lines;• Mazes/Tracking between lines;• Self-portrait.

Having a clear idea of a child oryoung person’s strengths andweakness will inform on the

most appropriate intervention strategies.




97

Initial Motor Skills Checklist 1

Activity Yes (✓) No (X)

Gross Motor● Difficulties with hopping, skipping and jumping.

● Difficulties with throwing and catching.

● Problems co-ordinating the body i.e. unco-ordinated.

● Poor ability to kick/strike a ball.

Fine Motor● Awkward pencil grip.

● Poor letter formation.

● Slower than peers - often doesnʼt finish written work.

● Poor scissor skills.

● Slow changing for PE - struggles with buttons andfasteners/tying shoe laces.

● Poor pencil control - struggles with drawing.

Behaviour● Reluctance to participate in sports and PE - frequently absent

on days that PE takes place or forget kit or bring in sicknessnote.

● Difficulty in identifying dominant hand.

● Poor sitting posture.

● Wriggling.

● Following directions/instructions.

● Organisation of belongings and time.

● Attention difficulties.

● Difficulty in copying from the board.

● Struggling to master bike riding/swimming.

● Low self-esteem/confidence.



98

Checklist 2a Fine Motor/Handwriting

Activity Yes (✓) No (X)

Fine Motor● Dominant hand/threading 10 beads in 2 minutes (swaps

hands when undertaking task).

● Pincer grip - manipulation of pegs into board using dominanthand. Either hand - (time a row).

● Crossing the mid-line - transferring bean bag from 1 hand toanother - without rotating the body.

● Tie shoe/laces/buttons.

● Twist nut and bolt.

● Cutting along line with curve and corner - round a circle.

● Building tower with 10 1” cubes - watch for swapping hands.

Handwriting(1) Pencil Grip:

- too much/too little pressure;- high up/too low shaft;- tripod;- thumb crossed/closed web space;- held between thumb and several fingers.

(2) Posture:- rests wrist on table/forearm;- position of paper;- position of body on chair at table - feet touch floor?

● Quick fox - DASH speed handwriting speed.

● Free writing.

● Draw a man - (Goodenough).

● Draw circle, triangle, square +, x, diamond.

● Draw a line with a ruler.



99

Checklist 2b Gross Motor Multi-Skills Assessment

AgilityAssessment 1

Pupil is assessed while moving forwards, laterally and backwards whileavoiding obstacles e.g. SAQTM Hurdles/ladders or cones. As with allassessments, encourage quality at a controlled speed. Alter difficultythrough:

1. cones or beanbags on their heads;2. timed competition;

3. throwing and catching a ball at intervals/on the move.

AgilityAssessment 2

This task can be used with either colours or points of the compass asreference markers. Pupils must manoeuvre from one point to the next ascommanded, using hands or feet as directed. Returning to the centre eachtime. Alterations for difficulty are:

1. ball with passing drills;2. timed competition;3. balancing a cone on the head.

This test will scrutinise gross motor control. Pupils will attempt one foot in each rung of an SAQTM ladder while theother leg is ʻdeadʼ on the left or right of the ladder. The leg in the ladderrung producing a high knee lift and the opposite arm a sprint motion.Requirements are control, good knee lift and spring from the ball of thefoot. The teacher must look closely for those who are rushed, leanforward, hunched, quickly lose control and often trip over the ladder.

AgilityAssessment 3

BalanceAssessment 1

Required for this test are balance pads, circular in shape, filled with air,creating an unstable base for the pupil to stand on.The tests require, 2 feet, 2 feet while catching a ball, 1-foot balance andfor those extremely advanced 1 foot balance while catching. This test canbe carried out for a timed period. Again, like all these tests we are lookingfor weakness in all the highlighted traits described at the start of thisdocument, not one particular trait per test.Ensure pupils stand entirely on the balance board and not on the floor.

Three progressions in this assessment allow the teacher to see the pupilperform at different levels.

The task is to balance along each of the apparatus, demonstrating movingbalance in its simplest format:

1. a simple marked line on the sportshall floor;2. a bench - correct way up, using mats on either side for protection;3. a bench - upturned, using the thin strip of wood to balance upon

(inc. mats).

BalanceAssessment 2



100

Checklist 2b Gross Motor Multi-Skills Assessment(Continued)

Co-ordinationAssessment 1

Much of the co-ordination assessment can be achieved through SAQ™-based activities (speed, agility, quickness). Most schools now realisethe benefit of ladder and hurdle-based dynamic warm-ups and sports-specific drills which target gross motor control development throughtraining of the central nervous system.

This drill simply requires the pupil to place both feet in each rung of theladder, and in each gap in the hurdles, keeping up a momentum,preferably quicker than walking pace. Using the chant (in their head) of1-2, 1-2, 1-2, 1-2, 1-2 as a guide for the pupil.

Main points: avoid rounded shoulders, staring down at feet, not raisingknees, flat feet, tripping etc.


The drill requires the pupil to focus on where their hands are beingplaced, while still moving efficiently using their lateral sidestep.

Working in groups of four, pupils pick up an SAQ™ ladder, two pupilsstand either side of the ladder, with one leading they will match handsinto rungs of the ladder, thus moving laterally alongside crossing themid-line where required.

Focus on feet not crossing, speed of response, picking the correctplacement.

So far the majority of our assessments have been of gross-motor i.e.Agility, Balance, Co-ordination. What we want from these assessmentsis an overall picture of a child with potential DCD, and to get that weneed to assess their fine motor control, and non-sports-specific-basedtests can often show these well.

Brain-gym style activities are wide and varied, the following are somevery simple basic ones:

● Face-to-face, hand mirroring.

● Index finger mirroring.

● As above but crossing the mid-line and changing heights.

● Body part recognition from word to action e.g. touch yournose, ears etc.

● Cross the mid-line with one hand holding the earlobe andone hand holding the nose…swap.




101

Teacher Questionnaire

Name: ____________________________________________________ D.o.B: ______________

School: ________________________________________________ Date: __________________

Please complete this questionnaire to help identify needs.


Managing own belongings.

Use of initiative.

Awareness of time.

Other.

Walking, Running, Swimming.

Stamina.

Negotiating stairs and obstacles.

Sitting or standing still.

Independence Skills COMMENTS✓

PROBLEMAREA

Are there difficulties in the areas listed below? Tick if you feel there is a problem, andadd comments as appropriate.

Movement and Mobility COMMENTS✓

PROBLEMAREA



102

Teacher Questionnaire (Continued)

Balance.

Climbing apparatus.

Ball skills.

Movement and Mobility (Contd.) COMMENTS

Recording Skills COMMENTS✓

PROBLEMAREA

Pen or pencil grasp and control.

Handwriting.

Drawing.

Work layout and use of space.

✓PROBLEM

AREA

Using a computer keyboard andmouse.

Communication, Social andEmotional Skills COMMENTS

✓PROBLEM

AREA

Language comprehension.

Speech.

Communication with adults.

Communication with children.



103


Following instructions.

Managing frustration.

Following rules in games.

Unusual anxieties.

Communication, Social andEmotional Skills (Contd.)

COMMENTS

Managing Equipment COMMENTS✓

PROBLEMAREA

Use of scissors and craftequipment.

Use of ruler, eraser and mathsequipment.

Use of science and technologyequipment.

✓PROBLEM

AREA

Attention.

Memory.

Behaviour.

Other Areas COMMENTS✓

PROBLEMAREA



104


Please comment on strengths. Also, if you have further comments which may helpwhen planning provision for this child, please add them below or on another piece ofpaper.

Questionnaire completed by:

Name: ___________________________ Role: ________________ Date: ____________

Name: ___________________________ Role: ________________ Date: ____________

Name: ___________________________ Role: ________________ Date: ____________

Thank you for your help.

Please return the completed questionnaire to:

____________________________________



105

Motor Skills AssessmentN

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106

Motor Skills Assessment (Continued)N

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107


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mp.



108


ame:

Dat

e:

Act

ivit

y

Thr

ow

ing

Thr

ows

bean

bags

into

aho

op/b

aske

t 3 m

etre

saw

ay.

Use

5 o

r 10

bea

nb

ags

dep

end

ing

on

ag

e an

dab

ility

of

child

.

Bal

ance

Sta

ble

shou

lder

gird

leTr

unk

stre

ngth

Pro

prio

cept

ion

(bod

yaw

aren

ess)

Bal

ance

Sta

ble

shou

lder

gird

leTr

unk

stre

ngth

Pro

prio

cept

ion

(bod

yaw

aren

ess)

Use

s le

ft ha

nd to

thro

wun

derh

and.

Sco

re:

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

nsK

ey F

acto

rs In

volv

ed

Thr

ow

ing

and

Cat

chin

g

Look

s at

hoo

p be

fore

thro

win

g.

Cat

chin

gC

atch

es a

bal

l fro

m a

dist

ance

of 3

met

res.

Siz

e of

bal

l an

dd

ista

nce

will

var

y.

Use

s rig

ht h

and

to th

row

unde

rhan

d.

Cat

ches

bal

l ten

tim

es.

Wat

ches

bal

l.

Sta

nds

appr

opria

tely

.

Trap

s ba

ll in

bot

h ha

nds.

Cra

dles

bal

l in

arm

s.

Look

s at

hoo

p be

fore

thro

win

g.

Sco

re:

Sco

re:



109

Visual Perception AssessmentN

ame:

Ag

e:D

ate:

Del

ayed

Ski

ll

PE

NC

IL S

KIL

LSIm

mat

ure

dra

win

gs

Sig

nific

antly

diff

eren

tto

pee

rs.

Obs

erva

tion

skill

s.S

patia

l per

cept

ion.

Bod

y im

age.

Vis

ual i

mag

ery.

Spa

cial

per

cept

ion

Bod

y im

age.

Obs

erva

tion

skill

s.V

isua

l im

ager

y.

Are

det

ails

lack

ing?

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

nsK

ey v

isua

l ski

lls n

eed

ed

Vis

ual P

erce

pti

on Is

the

exec

utio

n po

or?

Lack

of

ob

lique

line

sin

dra

win

gs

or

lett

erfo

rms.

Is s

hape

cop

ying

imm

atur

e?

Are

obl

ique

line

s ei

ther

avoi

ded

or p

oorly

exec

uted

?

Are

pro

port

ions

ver

yim

mat

ure

or th

eor

ient

atio

n un

usua

l?

Vis

ual d

iscr

imin

atio

n.V

isua

l for

m c

onst

ancy

.D

irect

iona

l aw

aren

ess.

Spa

tial a

war

enes

s in

nea

rsp

ace.

Han

d-ey

e co

-ord

inat

ion.

Mot

or p

lann

ing

diffi

culti

es.

Vis

ual d

iscr

imin

atio

n.V

isua

l for

m c

onst

ancy

.D

irect

iona

l aw

aren

ess.

Spa

tial a

war

enes

s in

nea

rsp

ace.

Mot

or p

lann

ing

diffi

culti

es.

Obs

erva

tion

skill

s.H

and-

eye

co-o

rdin

atio

n.

Vis

ual d

iscr

imin

atio

n.D

irect

iona

l aw

aren

ess.

Obs

erva

tion

skill

s.H

and-

eye

co-o

rdin

atio

n.M

otor

pla

nnin

g di

fficu

lties

.



110

Visual Perception Assessment (Continued)D

elay

ed S

kill

Freq

uent

rev

ersa

lsaf

ter

the

age

of

7yr

s.

Orie

ntat

ion

in s

pace

.Le

ft/rig

ht a

war

enes

s.V

isua

l mem

ory.

Bi-l

ater

al in

tegr

atio

n.V

isua

l sca

nnin

g.

b / d

con

fusi

on, r

ever

sed

num

eral

s an

d le

tters

?

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

nsK

ey v

isua

l ski

lls n

eed

ed

Diff

icul

ty c

hang

ing

dire

ctio

n w

ith p

enci

l?Im

mat

ure

wri

ting

.

Lette

rs u

nrec

ogni

sabl

e?

Sta

rts

lette

rs a

t the

botto

m, d

espi

te b

eing

taug

ht to

sta

rt th

em a

t the

top?

Diff

icul

ty c

ross

ing

the

body

mid

-line

with

pen

cil?

Sw

aps

hand

s in

the

mid

dle?

Han

d-ey

e co

-ord

inat

ion.

Mot

or p

lann

ing.

Spa

tial a

war

enes

s.

Han

d-ey

e co

-ord

inat

ion.

Vis

ual d

iscr

imin

atio

n.V

isua

l for

m c

onst

ancy

.D

irect

iona

l aw

aren

ess.

Spa

tial a

war

enes

s in

nea

rsp

ace.

Mot

or p

lann

ing

diffi

culti

es.

Spa

tial a

war

enes

s in

nea

rsp

ace.

Vis

ual m

emor

y.V

isua

l im

ager

y.

Po

or

use

of

spac

ew

hen

dra

win

g o

rw

riti

ng.

Sta

rts

writ

ing

in th

em

iddl

e of

pag

e, o

r w

rites

or d

raw

s al

ong

one

of th

eed

ges

of th

e pa

ge?

Spa

tial a

war

enes

s in

nea

rsp

ace.

Writ

ing

or le

tters

ver

yva

riabl

e in

siz

e, o

ften

expa

ndin

g to

fit s

pace

avai

labl

e?

Spa

tial a

war

enes

s in

nea

rsp

ace.

Han

d-ey

e co

-ord

inat

ion.



111


elay

ed S

kill

Po

or

use

of

spac

ew

hen

dra

win

g o

rw

riti

ng (C

onti

nu

ed).

Spa

tial a

war

enes

s in

nea

rsp

ace.

Dire

ctio

nal a

war

enes

s.

Sm

ooth

sac

cadi

cm

ovem

ents

.V

isua

lly c

ross

ing

the

body

mid

-line

.U

se o

f all

visu

al fi

elds

.V

isua

l fig

ure

grou

nd.

Lette

rs s

catte

red

abou

tth

e pa

ge, n

ot s

eque

ntia

llypl

aced

?

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

nsK

ey v

isua

l ski

lls n

eed

ed

Poo

r sp

acin

g be

twee

nw

ords

?

Whe

n re

adin

gp

arag

rap

hs la

cks

fluen

cy b

ut s

ing

lew

ord

s re

ad w

itho

utd

iffic

ulty

.

Slo

w to

cop

y, w

ith s

ever

aler

rors

(om

issi

ons,

repe

titio

ns, m

issp

ellin

gs)?

Mis

sing

wor

ds o

r lin

es o

utw

hen

read

ing?

Hes

itant

and

mak

eser

rors

, or

shor

t atte

ntio

nsp

an w

hen

read

ing?

Spa

tial a

war

enes

s in

nea

rsp

ace.

Han

d-ey

e co

-ord

inat

ion.

Vis

ual i

mag

ery.

Sho

rt-t

erm

vis

ual m

emor

y.A

ccom

mod

atio

n of

focu

s to

diffe

rent

dis

tanc

es.

Vis

ual a

cuity

.V

isua

l fig

ure

grou

nd.

Vis

ual s

cann

ing

and

smoo

th s

acca

dic

mov

emen

ts.

Diff

icul

ty c

op

ying

fro

m t

hew

hite

bo

ard

.

Get

s lo

st, o

r av

oids

mov

ing

arou

nd s

choo

l or

grou

nds

to a

void

get

ting

lost

?

Topo

grap

hica

l orie

ntat

ion.

Fre

quen

tly g

ets

clot

hes

insi

de o

ut o

r ba

ck to

fron

t?

Spa

tial a

war

enes

s in

nea

rsp

ace.

Vis

ual d

iscr

imin

atio

n.V

isua

l clo

sure

.

Freq

uent

ly g

ets

lost

whe

n m

ovi

ng a

bo

utsc

hoo

l.

Slo

w t

o d

ress

ind

epen

den

tly.



112


elay

ed S

kill

Slo

w t

o d

ress

ind

epen

den

tly.

(Con

tin

ued

).

Fig

ure

grou

nd.

Spa

tial a

war

enes

s in

nea

rsp

ace.

Vis

ual c

losu

re.

Han

d-ey

e co

-ord

inat

ion.

Bod

y im

age

and

awar

enes

s.S

patia

l aw

aren

ess

in w

ide

spac

e.V

isua

l dep

th p

erce

ptio

n.

Str

uggl

es to

man

age

fast

enin

gs, y

et h

as a

secu

re p

ince

r gr

asp?

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

nsK

ey v

isua

l ski

lls n

eed

ed

Doe

snʼt

seem

to n

otic

eob

stac

les

until

they

are

bum

ped

into

or

falle

nov

er?

Freq

uent

ly t

rip

s o

ver

or

bum

ps

into

ob

stac

les.

Doe

snʼt

find

obje

cts

whi

char

e am

ongs

t oth

erob

ject

s?

Vis

ual f

igur

e gr

ound

.V

isua

l dis

crim

inat

ion.

Vis

ual c

losu

re.

Can

’t f

ind

ob

ject

slo

oke

d f

or.



113

Visual Perception Assessment (Continued)S

ELF

-PO

RT

RA

IT

DA

TE

:D

AT

E:



114

Visual Perception Assessment (Continued)



115




116




117




118




119




120

Visual Perception - Hand-Eye Co-ordination

Draw pencil line, between lines, from outside to middle.

Draw a line from the outside to the centre.



121

Visual Perception - Hand-Eye Co-ordination (Continued)




122

Visual Perception - Hand-Eye Co-ordination (Continued)




123

Crossing the Mid-line AssessmentN

ame:

Dat

e:

Act

ivit

y

Usi

ng a

Pen

cil

Dra

w a

pic

ture

of

them

selv

es.

Bi-l

ater

al in

tegr

atio

n.B

ody

awar

enes

s.P

refe

rred

han

d to

dra

ww

ith?

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

nsK

ey F

acto

rs In

volv

ed

Cro

ssin

g t

he M

id-l

ine

Cro

ssin

g t

he M

id-l

ine

Gro

ss M

oto

r ac

tivi

ty

Pre

ferr

ed fo

ot to

kic

k w

ith?

Can

touc

h rig

ht k

nee

with

left

hand

. Cro

sses

ove

rm

id-li

ne o

f bod

y.R

epea

t tou

chin

g rig

ht e

arw

ith le

ft ha

nd.

Can

touc

h le

ft kn

ee w

ithrig

ht h

and.

Cro

sses

ove

rth

e m

id-li

ne o

f the

bod

y.

Rig

ht h

and

can

plac

e cl

ipon

rig

ht-h

and

side

.

Kic

king

a B

all

Bi-l

ater

al in

tegr

atio

n.

Bi-l

ater

al in

tegr

atio

n.U

sing

a K

alei

do

sco

pe

Pre

ferr

ed e

ye to

look

with

?

Bi-l

ater

al in

tegr

atio

n.C

ross

ing

the

Mid

-lin

eFi

ne M

oto

r ac

tivi

tyP

lace

pap

er c

lip a

t top

of s

heet

of p

aper

.R

ight

han

d ca

n pl

ace

clip

on le

ft-ha

nd s

ide.

Left

hand

can

pla

ce c

lip o

nle

ft-ha

nd s

ide.

Left

hand

can

pla

ce c

lip o

nrig

ht-h

and

side

.

Bi-l

ater

al in

tegr

atio

n.P

ropr

ioce

ptio

n.



124

Fine Motor Skills AssessmentN

ame:

Dat

e:

Act

ivit

y

Thr

ead

ing

Thr

ead

20 b

eads

.Ti

me:

Com

plet

e ta

sk.

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

ns

Fine

Mo

tor

Ski

lls

Use

s on

e ha

nd to

hol

d, o

ther

toth

read

.

Abl

e to

use

left

inde

x fin

ger.

Oth

erfin

gers

kep

t stil

l.Is

ola

te a

nd P

ress

Pre

ss in

dex

finge

r in

topl

astic

ine

as if

mak

ing

afin

gerp

rint.

No

te h

ow

eas

ily t

hey

can

iso

late

the

mo

vem

ent.

Dom

inan

t han

d us

ed fo

r th

read

ing

thro

ugh

the

who

le ta

sk.

Co

lour

ing

Col

ours

with

in li

nes.

Ass

essm

ents

Abl

e to

use

rig

ht in

dex

finge

r. O

ther

finge

rs k

ept s

till.

Use

s do

min

ant h

and

only

.

Use

s to

and

fro

hand

mov

emen

ts.

App

lies

appr

opria

te p

ress

ure.

Use

s do

min

ant h

and

only

.M

ake

mar

ks o

n p

aper

.

Can

imita

te o

r co

py v

ertic

al li

ne.

Can

imita

te o

r co

py h

oriz

onta

l lin

e.

Can

imita

te o

r co

py c

ircle

.

Can

imita

te o

r co

py tr

iang

le.

Can

imita

te o

r co

py d

iam

ond.

Pag

e Tu

rnin

gIs

abl

e to

use

fing

ers

to tu

rn p

ages

of a

boo

k.



125

Fine Motor Skills Assessment (Continued)N

ame:

Dat

e:

Act

ivit

y

Bui

ldin

g B

rick

s.C

an b

uild

tow

er o

f 10

cube

s.

Ob

serv

able

Fea

ture

sY

NO

ther

Ob

serv

atio

ns

Fine

Mo

tor

Ski

lls (C

onti

nu

ed).

Can

rel

ease

eac

h cu

be e

asily

.

Use

s do

min

ant h

and.

Sci

sso

r C

ont

rol.

Ste

ady

hand

mov

emen

ts.

Fing

er S

kills

.O

pen

and

clos

e ea

chha

nd.

Can

cut

alo

ng a

str

aigh

t lin

e.

Ass

essm

ents

Use

s do

min

ant h

and.

Can

cut

alo

ng a

zig

-zag

line

.

Can

cut

out

a c

ircle

.

Rig

ht h

and.

Str

etch

es fi

nger

s an

d fo

rms

fist.

Left

hand

.S

tret

ches

fing

ers

and

form

s fis

t.

Touc

h ea

ch fi

nger

inde

pend

ently

toth

umb.

Rig

ht h

and

and

left

hand

.



126

Fine Motor Skills Assessment (Continued)



127




128




129




130




131


Draw a line between each pair of lines from dot to dot



132





133





134

Fine Motor Skills Assessment - Scissor Skills



135

Fine Motor Skills Assessment - Scissor Skills (Continued)



148

Intervention Programme - Balance ActivitiesA

ctiv

ity

Nam

e

Sta

tic D

ribbl

e

Inst

ruct

ions

to

pup

ilN

ote

s/E

qui

pm

ent

Sta

nd o

n yo

ur le

ft le

g an

d us

e yo

ur r

ight

leg

to to

uch

ball.

Rep

eat s

tand

ing

on y

our

right

leg.

Rep

eat 5

tim

es.

Toe

Touc

hes

Ste

p U

ps

Hop

ping

On

The

Spo

t

Rec

ord

num

ber

of le

ft an

drig

ht to

e to

uche

s in

one

min

ute.

Ste

ps

a)Le

adin

g w

ith le

ft le

g -

step

up

with

left

leg

and

brin

g up

rig

htle

g.b)

Lead

ing

wth

rig

ht le

g -

step

up

with

rig

ht le

g an

d br

ing

up le

ftle

g.

Rec

ord

high

est n

umbe

r of

hops

ach

ieve

d be

fore

losi

ngyo

ur b

alan

ce o

n bo

th le

ft an

drig

ht le

gs.

Larg

e ho

op.

Sta

nd w

ithin

larg

e ho

op. H

ave

five

atte

mpt

s at

hop

ping

on

each

leg.

Tape

line

s or

circ

le.

Circ

le d

raw

n on

floo

r.R

ecor

d nu

mbe

r of

com

plet

eju

mp

and

hop

sequ

ence

sac

hiev

ed in

thirt

y se

cond

s.

Sta

nd o

n to

p of

the

step

with

sid

e of

you

r fo

ot a

t the

edg

e.To

uch

the

floor

with

toes

of f

oot n

eare

st th

e ed

ge. D

O N

OT

PU

TY

OU

R W

EIG

HT

TH

RO

UG

H T

HIS

FO

OT.

Sta

nd u

p an

d pu

t bot

h fe

eton

top

of th

e st

ep. R

epea

t 10

times

. Tur

n ar

ound

and

rep

eat w

ithdi

ffere

nt fo

ot.

Rec

ord

the

num

ber

of c

ycle

sco

mpl

eted

in 1

min

ute

lead

ing

with

bot

h le

ft an

drig

ht le

g.

Hee

l-Toe

Wal

king

Wal

k al

ong

a lin

e on

the

floor

with

you

r he

el to

uchi

ng y

our

toe

each

step

. Try

this

forw

ards

and

bac

kwar

ds. H

ow m

any

step

s ca

n yo

u do

with

out f

allin

g of

f the

line

?

Hop

scot

chS

tand

you

r le

ft le

g on

the

circ

le. O

n ʻg

oʼ ju

mp

and

land

with

you

r fe

etei

ther

sid

e of

the

circ

le a

nd th

en h

op b

ack

on le

ft le

g. A

fter

30se

cond

s on

left

leg

repe

at u

sing

rig

ht le

g.

Str

aigh

t lin

e on

floo

r.



149

Intervention Programme - Visual Tracking ActivitiesA

ctiv

ity

Nam

e

Up

and

Und

er

Inst

ruct

ions

to

pup

ilN

ote

s/E

qui

pm

ent

Sta

nd, h

oldi

ng a

bea

nbag

in y

our

left

hand

. On

ʻgoʼ

lift

your

rig

ht le

gan

d to

ss th

e be

anba

g un

der

it to

you

r rig

ht h

and.

Nex

t, lif

t our

left

leg

and

toss

the

bean

bag

unde

r it

to y

our

left

hand

.

Bal

l Bou

nce

Spi

n an

d To

ss

Bub

ble

Bur

st

Bea

nbag

.H

ow m

any

in 1

min

ute?

Lie

on th

e flo

or o

n yo

ur tu

mm

y. P

lace

five

bea

nbag

s at

90

degr

ees

toyo

ur le

ft an

d fiv

e be

anba

gs 9

0 de

gree

s to

you

r rig

ht. T

he la

rge

hoop

shou

ld b

e pl

aced

four

feet

in fr

ont o

f you

.O

n go

piv

ot y

ours

elf a

roun

d on

you

r tu

mm

y an

d pi

ck u

p on

e be

anba

gfr

om y

our

left.

Piv

ot b

ack

to s

tart

ing

posi

tion

and

toss

it in

to th

e ho

op.

Rep

eat t

o pi

ck u

p a

bean

bag

from

you

r rig

ht s

ide.

Con

tinue

unt

il al

lbe

anba

gs h

ave

been

col

lect

ed a

nd to

ssed

.

5 B

eanb

ags

- H

oop

Rec

ord

the

time

take

n fo

r th

ech

ild to

com

plet

e th

e ta

sk.

Ext

ensi

on -

mov

e ho

opfu

rthe

r aw

ay.

Blo

w b

ubbl

es -

how

man

y ca

n yo

u bu

rst i

n 1

min

ute?

Bub

bles

.B

ubbl

e M

achi

ne.

Bou

nce

ball

usin

g le

ft ha

nd -

kee

ping

feet

in c

ircle

.U

se r

ight

han

d -

keep

ing

feet

in c

ircle

.U

se r

ight

and

left

hand

s al

tern

ativ

ely.

Per

form

eac

h 30

sec

onds

eac

h.

Foo

tbal

l, te

nnis

bal

l and

circ

le.

Cha

nge

to f

oo

tbal

l onc

eac

tivi

ty b

eco

mes

flu

ent.



150

Trunk Stability ActivitiesA

ctiv

ity

Nam

e

Aer

opla

nes

Inst

ruct

ions

to

pup

ilN

ote

s/E

qui

pm

ent

Lie

on y

our

tum

my

on th

e flo

or, w

ith le

gs s

trai

ght a

nd a

rms

atsh

ould

er le

vel.

On

go -

lift

arm

s an

d le

gs o

ff th

e flo

or to

geth

er. H

old

this

pos

ition

for

as lo

ng a

s yo

u ca

n.R

epea

t fiv

e tim

es.

Brid

ging

Log

Rol

ling

Str

etch

Out

Rec

ord

max

. len

gth

of ti

me

you

wer

e ab

le to

kee

p ou

rha

nds,

arm

s an

d le

gs u

p of

fth

e flo

or.

Lie

on b

ack

with

arm

s ab

ove

head

hol

ding

the

hoop

and

legs

dow

nst

raig

ht. P

lace

2 s

kittl

es o

n yo

ur le

ft -

one

leve

l with

fore

arm

and

oth

erw

ith lo

wer

cal

f. P

lace

oth

er s

kittl

es a

cros

s th

e ro

om. O

n go

rol

l lik

e a

log

keep

ing

arm

s an

d le

gs s

trai

ght -

aim

ing

to k

nock

ove

r sk

ittle

s.C

ontin

ue fo

r a

min

ute.

1 ho

op.

4 sk

ittle

s.R

ecor

d nu

mbe

r of

ski

ttles

knoc

ked

over

in 1

min

ute.

Pos

ition

you

rsel

f on

all f

ours

(ha

nds

and

knee

s) w

ith th

e be

anba

gba

lanc

ed o

n yo

ur h

ead.

Lift

our

left

arm

off

the

floor

and

str

etch

it o

ut s

trai

ght a

t sho

ulde

rle

vel.

Bal

ance

in th

is p

ositi

on fo

r as

long

as

poss

ible

, with

out t

hebe

anba

g fa

lling

off.

Rep

eat w

ith y

our

right

arm

.R

epea

t with

left

leg

and

right

leg.

Bea

nbag

.R

ecor

d th

e tim

e ea

chpo

sitio

ned

was

mai

ntai

ned.

Lie

on b

ack

with

kne

es b

ent a

nd fe

et fl

at o

n th

e flo

or. H

old

ball

in o

neha

nd. O

n go

, lift

up

your

bot

tom

to m

ake

a br

idge

. Pas

s th

e ba

ll un

der

the

brid

ge to

you

r ot

her

hand

and

then

ove

r yo

ur tu

mm

y ba

ck to

the

star

t.

A te

nnis

bal

l.R

ecor

d ho

w m

any

times

you

can

pass

the

ball

arou

nd o

urbo

dy in

1 m

inut

e.

Tailo

r S

tret

chS

it cr

oss-

legg

ed o

n th

e flo

or. A

s th

e pe

gs a

re g

iven

to y

ou o

ne a

t atim

e, m

ove

to th

em. M

ove

to th

e up

right

pos

ition

bef

ore

pass

ing

the

peg

to th

e ot

her

hand

and

peg

ging

it o

nto

the

edge

of t

he b

ox. R

epea

tw

ith 2

0 pe

gs.

20 c

loth

es p

egs

and

a bo

x.R

ecor

d nu

mbe

r of

succ

essf

ully

tran

sfer

red

pegs

and

also

the

num

ber

of ti

mes

the

child

lost

thei

r ba

lanc

e.

Brid

ging

with

One

Leg

Ext

ende

dLi

e on

you

r ba

ck w

ith y

our

knee

s be

nt u

p an

d yo

ur fe

et fl

at o

n th

eflo

or. L

ift b

otto

m w

ithou

t wob

blin

g. W

hen

in li

fted

posi

tion

lift y

our

left

foot

and

str

aigh

ten

the

left

leg.

Hol

d fiv

e se

cond

s pu

t you

r fo

ot b

ack

and

low

er y

our

botto

m. R

epea

t str

aigh

teni

ng r

ight

leg.

Rec

ord

the

num

ber

ofsu

cces

sful

lifts

usi

ng th

e rig

htan

d le

ft le

gs to

a m

axim

um o

fte

n lif

ts fo

r ea

ch le

g.



151

Trunk Stability Activities (Continued)A

ctiv

ity

Nam

eIn

stuc

tio

ns t

o p

upil

No

tes/

Eq

uip

men

t

Sup

erm

an

Rev

erse

Sit-

ups

Sid

e S

addl

e

Sit

on fl

oor

with

kne

es b

ent a

nd y

our

feet

flat

on

the

floor

. You

r ar

ms

shou

ld b

e ou

t str

aigh

t at s

houl

der

leve

l with

you

r ha

nds

besi

de y

our

knee

s bu

t not

touc

hing

them

.Lo

wer

bod

y sl

owly

bac

k to

war

ds th

e flo

or, a

s fa

r as

pos

sibl

e w

ithou

tgo

ing

all t

he w

ay d

own.

Sto

p an

d re

turn

to a

n up

right

sitt

ing

posi

tion.

Rep

eat t

en ti

mes

.

Rec

ord

the

tota

l num

ber

ofre

vers

e si

t-up

s co

mpl

eted

with

con

trol

.

Do

no

t le

t th

e p

upil

cras

hb

ackw

ard

s to

the

flo

or.

Sta

rt in

a h

igh

knee

ling

posi

tion.

On

go r

otat

e hi

ps a

nd p

ositi

on y

ours

elf d

own

in s

ide

sitti

ng, b

alan

ceth

en c

ome

back

to h

igh

knee

ling,

rot

ate

hips

the

oppo

site

sid

e an

d go

dow

n to

sid

e si

tting

on

this

sid

e, b

alan

ce a

nd c

ome

back

to h

igh

knee

ling

agai

n.

Rec

ord

the

best

tim

e in

whi

chth

e ch

ild w

as a

ble

toco

mpl

ete

a se

t of t

en c

ycle

s.S

uppo

rt m

ay b

e ne

eded

initi

ally

.

On

all f

ours

bal

ance

a b

eanb

ag o

n yo

ur h

ead.

Bal

ance

the

bean

bag

whi

le y

ou s

tret

ch y

our

left

arm

str

aigh

t out

in fr

ont o

f you

and

rig

ht le

grig

ht b

ehin

d yo

u. B

alan

ce a

s lo

ng a

s yo

u ca

n. R

epea

t lift

ing

your

rig

htar

m a

nd le

ft le

g.

Rec

ord

best

tim

es a

chie

ved.

Bea

nbag

.

Leg

Lifts

Sit

on fl

oor

with

you

r le

gs o

ut s

trai

ght h

oldi

ng th

e ba

ll be

twee

n yo

uran

kles

. (A

) O

n go

lift

the

ball

up a

nd d

own

slow

ly a

nd w

ith c

ontr

ol. (

B)

On

go li

ft th

e ba

ll an

d m

ove

to th

e le

ft an

d pl

ace

dow

n, li

ft an

d re

turn

to th

e m

id-li

ne, l

ift a

nd m

ove

to th

e rig

ht a

nd p

lace

dow

n, li

ft an

dre

turn

to th

e m

id-li

ne.

One

larg

e si

zed

foot

ball.

Rec

ord

(a)

the

num

ber

of li

fts;

(b)

the

num

ber

of c

ycle

sco

mpl

eted

in o

ne m

inut

e.

Bot

tom

Lift

sP

lace

the

ten

bean

bags

at o

ne s

kittl

e an

d th

e bo

x at

the

othe

r. S

it on

the

floor

at t

he s

kittl

e w

ith th

e be

anba

gs. O

n go

put

one

bea

nbag

on

your

lap,

put

you

r ha

nds

on th

e flo

or, p

ush

dow

n on

them

and

lift

your

botto

m u

pwar

ds a

nd b

ackw

ards

and

low

er it

bac

k to

the

floor

. Rep

eat

this

act

ion

to m

ove

your

bod

y ba

ckw

ards

tow

ards

the

box.

The

nre

peat

this

mov

ing

forw

ards

to g

et th

e ne

xt b

eanb

ag.

Tim

e ho

w lo

ng 1

0 be

anba

gsta

kes.

2 sk

ittle

s, 6

feet

apa

rt.

10 b

eanb

ags

and

box/

cont

aine

r.



152

Bilateral Integration ActivitiesA

ctiv

ity

Nam

eIn

stru

ctio

ns t

o p

upil

No

tes/

Eq

uip

men

t

Peg

Gam

e

Bun

ny H

ops

Scr

ambl

e A

roun

d

Sta

rt w

ith b

oth

hand

s an

d fe

et o

n th

e flo

or in

a c

rouc

hed

posi

tion.

Mov

e bo

th h

ands

forw

ard

and

jum

p w

ith b

oth

feet

toge

ther

brin

ging

them

up

clos

er to

han

ds.

Rep

eat o

ver

a di

stan

ce o

ffiv

e m

etre

s. R

epea

t thi

s te

ntim

es.

Pla

ce y

our

pref

erre

d ha

nd o

n th

e ce

ntre

dot

and

ext

end

othe

r ar

mto

war

ds th

e ce

iling

. Lea

ning

on

your

pre

ferr

ed h

and

wal

k yo

ur fe

etar

ound

the

circ

le.

How

far

can

he g

o w

ithou

tre

stin

g?H

ow m

any

circ

les

can

hem

ake?

Mar

k a

dot o

n th

e flo

or a

ndth

en a

circ

le a

roun

d th

e do

t,th

at h

as th

e ra

dius

abo

ut th

ehe

ight

of y

our

child

.

Take

peg

s fr

om r

ight

sid

e w

ith r

ight

han

d an

d pe

g th

em o

nto

box

posi

tione

d on

you

r le

ft.R

epea

t usi

ng le

ft ha

nd w

ith p

egs

on le

ft an

d bo

x on

rig

ht.

Talk

abo

ut le

ft an

d rig

ht.

Get

clo

thes

peg

s.

Pen

ny F

lippi

ngLi

ne u

p a

row

of p

enni

es fr

om le

ft to

rig

ht s

o th

at th

e ro

w r

each

esfr

om in

fron

t of l

eft s

houl

der

to in

fron

t of r

ight

sho

ulde

r. C

ross

mid

-lin

e by

usi

ng o

ne h

and

to fl

ip th

em a

ll ov

er in

line

with

out l

eani

ng to

right

or

left.

Try

usin

g bo

th h

ands

at o

nce

by s

tart

ing

sim

ulta

neou

sly

atle

ft an

d rig

ht e

nds

of r

ow a

ndfli

ppin

g pe

nnie

s un

til h

ands

mee

t at t

he m

iddl

e.O

ne p

enny

coi

ns.

Str

eam

ers

Mak

e ci

rcle

s an

d sh

apes

in fr

ont o

f bod

y w

ith s

trea

mer

sD

iscu

ss le

ft, r

ight

, and

oth

erpo

sitio

nal l

angu

age.

Col

oure

d st

ream

ers.

Far

Sid

eA

sk p

upils

to s

it ba

ckw

ards

on

a ch

air

and

ask

them

to th

row

bean

bags

at t

arge

ts lo

cate

d fa

r to

the

side

s.T

hrow

a b

eanb

ag a

t one

of t

he ta

rget

s.

Alte

rnat

ivel

y us

e a

benc

h or

agy

m b

all o

r te

ll th

em to

sta

ndas

if fe

et g

lued

to fl

oor.

Bea

nbag

s/ci

rcle

s/ho

ops

ongr

ound

.



153

Strengthening Shoulder Girdle ActivitiesA

ctiv

ity

Nam

eIn

stru

ctio

ns t

o p

upil

Pus

h-U

ps

Sna

ke C

reep

Bun

ny H

ops

Com

man

do c

raw

l a d

ista

nce

of s

ix fe

et a

long

the

floor

usi

ng y

our

arm

s an

d le

gs, b

ut k

eepi

ng y

our

tum

my

on th

e flo

or.

Sta

rt w

ith b

oth

hand

s an

d fe

et o

n th

e flo

or in

a c

rouc

hed

posi

tion.

Mov

e bo

th h

ands

forw

ard

and

jum

p w

ith b

oth

feet

toge

ther

brin

ging

them

up

clos

er to

han

ds. R

epea

t ove

r a

dist

ance

of t

en fe

et. R

epea

tth

is te

n tim

es.

On

all f

ours

on

the

floor

(kn

ees

dire

ctly

und

er h

ips

and

hand

s at

shou

lder

leve

l).B

end

arm

s at

the

elbo

ws

so th

at y

ou c

an to

uch

the

floor

with

you

rno

se. S

tren

gthe

n yo

ur a

rms

slow

ly a

nd c

ome

back

to a

ll fo

urs

posi

tion.

Rep

eat 2

0 tim

es.

Bea

nbag

Thr

owLi

e fa

ce d

own

on th

e flo

or w

ith h

ands

bel

ow y

our

shou

lder

s.S

trai

ghte

n yo

ur e

lbow

s to

lift

your

upp

er b

ody

away

from

the

floor

.U

se a

ltern

ate

hand

s to

thro

w a

bea

nbag

into

a h

oop

ahea

d of

you

.R

epea

t with

10

bean

bags

(5

with

you

r rig

ht h

and

and

5 w

ith y

our

left)

with

the

hoop

3 m

etre

s ah

ead.

Cra

b W

alki

ngW

alk

arou

nd th

e ro

om o

n yo

ur h

ands

and

feet

with

you

r tu

mm

y fa

cing

the

ceili

ng. D

onʼt

let y

our

botto

m to

uch

the

grou

nd. D

o 10

leng

ths

ofth

e ro

om.

Bea

nbag

Bal

ance

Bal

ance

bea

n ba

gs o

n ou

tstr

etch

ed a

rms.

How

long

can

you

bal

ance

them

for?

Sof

t Sur

face

Cra

wlin

gC

raw

l for

war

ds a

nd b

ackw

ards

on

lilo

or s

oft p

illow

.

Str

etch

ing

Act

iviti

esE

ncou

rage

wor

king

abo

vesh

ould

er le

vel -

e.g

. pai

ntin

gat

eas

el, b

lack

boar

ds,

clea

ning

win

dow

s.

No

tes/

Eq

uip

men

t

Onc

e flu

ent r

epea

t with

aB

eanb

ag o

n he

ad.

Rec

ord

time

take

n.B

eanb

ag.

Rec

ord

the

num

ber

ofco

mpl

eted

pre

ss-u

ps a

ndtim

e ta

ken

to d

o th

em.

Bea

nbag

.

Lilo

/sof

t pill

ow.

Bea

nbag

s.



154

Strengthening Shoulder Girdle Activities (Continued)A

ctiv

ity

Nam

eIn

stru

ctio

ns t

o p

upil

Wat

er P

ourin

g

Pus

h-U

p F

rom

Kne

elin

g P

ositi

on

Wal

l Pus

h-U

ps

On

all f

ours

low

er y

ours

elf t

o flo

or b

y lo

wer

ing

elbo

ws

slow

ly a

ndm

aint

aini

ng a

str

aigh

t bac

k.

Pus

h-up

s ag

ains

t wal

l: S

tand

an

arm

dis

tanc

e aw

ay fr

om a

wal

l. Le

anon

the

wal

l, w

ith th

e ha

nds

flat o

n it.

Kee

ping

the

arm

s st

raig

ht, u

sefin

gers

to p

ush

away

from

the

wal

l to

get t

o an

upr

ight

pos

ition

.

With

con

tain

er h

eld

at a

rms

leng

th p

our

wat

er fr

om o

ne c

onta

iner

toan

othe

r.

The

follo

win

g ac

tiviti

es a

re a

lso

good

at d

evel

opin

g sh

ould

er a

nd p

elvi

c st

abili

ty: T

ram

polin

ing

unde

r qu

alifi

ed s

uper

visi

on.

Clim

bing

fram

es -

han

ging

/sw

ingi

ng/c

hin-

ups.

Hor

se r

idin

g. C

ross

-cou

ntry

run

ning

. Sw

imm

ing.

Fis

hing

. Row

ing.

Run

ning

on

sand

.

Hig

h K

neel

ing

Thr

ow a

bal

l ove

rarm

to a

par

tner

whi

lst k

neel

ing.

Ove

rarm

Thr

owin

gT

hrow

ing

larg

e ba

ll -

both

han

ds, a

lso

from

abo

ve h

ead.

Two

appr

opria

te s

ize

cont

aine

rs a

nd w

ater

.

Bal

loon

Str

ike

Hit

ballo

on (

or b

all o

n st

ring)

.

No

tes/

Eq

uip

men

t

Bal

l.P

upil

wor

ks w

ith p

artn

er

Sus

pend

bal

loon

or

ball

onst

ring

abov

e pu

pilʼs

hea

d an

dhi

t with

han

ds o

r ca

rdbo

ard

roll.

Bas

ketb

all n

et, v

olle

ybal

l.

As

the

pupi

l bec

omes

mor

epr

ofic

ient

mov

e th

e fe

etba

ckw

ards

to th

at th

ere

is a

grea

ter

angl

e of

lean

aga

inst

the

wal

l.

Mak

e in

to a

gam

e by

pic

king

up w

ith m

outh

a s

wee

t fro

m a

plat

e in

fron

t or

low

erin

gel

bow

s al

tern

atel

y to

take

ahu

la h

oop

off e

ach

finge

r i.e

.10

pus

h-up

s.S

wee

t on

a pl

ate.

Hul

a ho

ops.



142

Pupil Organisational Skills Questionnaire

NAME: DATE:

Who packs your bag? YOU SOMEONE ELSE

Do you remember to give letters to your parents?

- if it is someone else, why dothey do it?

Where do you put letters thatneed to go home?

YES NO

If you forget letters, whatwould help you remember?

Where do you put letters thatneed to come to school?

Do you remember to hand letters in? YES NO

If you remember, how do youremember?

If you forget letters, whatwould help you remember?

Do you know your timetable? YES NO

If so, how did you learn it/howdo you remember?

If not, how do you cope?

Would anything help youremember?

How do you find your wayaround?

Do you get to your lessonson time? If not, why not?



143

Pupil Organisational Skills Questionnaire (Continued)

HOMEWORK

Do you remember when you have homework?

- if you do not have a planner,how do you record yourhomework?

- if you do not use yourplanner, why not and wheredo you write your homeworkdown?

YES NO

- if you remember homework,how do you remember it?

- if you forget homework,what would help youremember?

Do you remember to hand homework in? YES NO

If you remember to hand yourhomework in, what remindsyou?

What happens if you forgetyour homework?

Do you have a planner? YES NO

if you have a planner do you use it? YES NO

If you forget to hand yourhomework in, what wouldhelp you remember?

Does anyone ever check that you have writtenyour homework down correctly?

YES NOSOMETIMES



144

Pupil Organisational Skills Questionnaire (Continued)

LUNCH

Do you remember all that you need?If yes, how?If no, explain, and what would help you remember?

Do you ever miss lunch?

Can you tell the time?

Do you wear a watch?

Do you often forget things?

If you forget things, how oftendoes this happen?

Every day.Two or more times a week.Once a week.

What do you do for lunch?

YES NO

YES NO

YES NO

- whathappenswhen youforgetthings?

GENERAL

- get into trouble at home.

- get into trouble at school.

- hope no one notices.

What were you mostworried about before youcame to secondaryschool?

What do you wish you hadknown or been able to dobefore you came to highschool?

If you could get better inone of the things we havetalked about, what would itbe?

Anything else you think is important.


Participation Achievement

145

School Organisational Skills Questionnaire

Presence

Name: ................................................................. Date: ..........................................................

Do you have pupils in your school with organisational difficulties?

If so, approximately how many?

What are the main issues surrounding organisation? Tick all that apply.- Remembering books/equipment.- Getting to the right place at the right time.- Communication with parents.- Homework.- Organisation within the lesson.- Other (please specify).

For each statement you have ticked, please give examples of strategies adopted/promotedby the school.

Remembering books/equipment.

Getting to the right place at the right time.

Communication with parents.

Homework.



146

School Organisational Skills Questionnaire (Continued)

Organisation within the lesson.

Other (please specify).

What do you wish pupils could do in terms of organisation before they started at SecondarySchool?

Thank you for taking the time to complete this form.Please return to:

Appendix 3

A Motor Skills Programme

In addition to focusing on skill acquisition a motorskills programme can help to develop fundamental orcore skills such as:• balance;• visual tracking;• trunk stability;• bilateral integration;• shoulder girdle stability;• proprioception (body awareness);• Fine Motor Skills.

This section includes a blank planning format andideas which can be used as part of a motor skillsprogramme.

An improvement in body awareness and visualtracking is illustrated by the drawings before and aftera ten-week motor skills programme.

Pupil A benefitted from a motorskills programme. He described

himself as a bit non-stop.His main areas of difficulty weremaintaining balance, following

instructions, maintainingconcentration, maintaining atopic of conversation, socialskills, sequencing problems,

handwriting and scissor skills.His motor skills programmefocused on balance, trunk

strength and visual tracking.His skill focus was handwriting.




147

Intervention Programme Planning Sheet

Name:

Week:

Objective Activity Date: Date: Date:

Skill

Notes

Name:

Week:

Objective Activity Date: Date: Date:

Skill

Notes



148

Intervention Programme - Balance ActivitiesA

ctiv

ity

Nam

e

Sta

tic D

ribbl

e

Inst

ruct

ions

to

pup

ilN

ote

s/E

qui

pm

ent

Sta

nd o

n yo

ur le

ft le

g an

d us

e yo

ur r

ight

leg

to to

uch

ball.

Rep

eat s

tand

ing

on y

our

right

leg.

Rep

eat 5

tim

es.

Toe

Touc

hes

Ste

p U

ps

Hop

ping

On

The

Spo

t

Rec

ord

num

ber

of le

ft an

drig

ht to

e to

uche

s in

one

min

ute.

Ste

ps

a)Le

adin

g w

ith le

ft le

g -

step

up

with

left

leg

and

brin

g up

rig

htle

g.b)

Lead

ing

wth

rig

ht le

g -

step

up

with

rig

ht le

g an

d br

ing

up le

ftle

g.

Rec

ord

high

est n

umbe

r of

hops

ach

ieve

d be

fore

losi

ngyo

ur b

alan

ce o

n bo

th le

ft an

drig

ht le

gs.

Larg

e ho

op.

Sta

nd w

ithin

larg

e ho

op. H

ave

five

atte

mpt

s at

hop

ping

on

each

leg.

Tape

line

s or

circ

le.

Circ

le d

raw

n on

floo

r.R

ecor

d nu

mbe

r of

com

plet

eju

mp

and

hop

sequ

ence

sac

hiev

ed in

thirt

y se

cond

s.

Sta

nd o

n to

p of

the

step

with

sid

e of

you

r fo

ot a

t the

edg

e.To

uch

the

floor

with

toes

of f

oot n

eare

st th

e ed

ge. D

O N

OT

PU

TY

OU

R W

EIG

HT

TH

RO

UG

H T

HIS

FO

OT.

Sta

nd u

p an

d pu

t bot

h fe

eton

top

of th

e st

ep. R

epea

t 10

times

. Tur

n ar

ound

and

rep

eat w

ithdi

ffere

nt fo

ot.

Rec

ord

the

num

ber

of c

ycle

sco

mpl

eted

in 1

min

ute

lead

ing

with

bot

h le

ft an

drig

ht le

g.

Hee

l-Toe

Wal

king

Wal

k al

ong

a lin

e on

the

floor

with

you

r he

el to

uchi

ng y

our

toe

each

step

. Try

this

forw

ards

and

bac

kwar

ds. H

ow m

any

step

s ca

n yo

u do

with

out f

allin

g of

f the

line

?

Hop

scot

chS

tand

you

r le

ft le

g on

the

circ

le. O

n ʻg

oʼ ju

mp

and

land

with

you

r fe

etei

ther

sid

e of

the

circ

le a

nd th

en h

op b

ack

on le

ft le

g. A

fter

30se

cond

s on

left

leg

repe

at u

sing

rig

ht le

g.

Str

aigh

t lin

e on

floo

r.



149

Intervention Programme - Visual Tracking ActivitiesA

ctiv

ity

Nam

e

Up

and

Und

er

Inst

ruct

ions

to

pup

ilN

ote

s/E

qui

pm

ent

Inst

ruct

ions

to

ad

ult

Sta

nd, h

oldi

ng a

bea

nbag

in y

our

left

hand

. On

ʻgoʼ

lift

your

rig

ht le

gan

d to

ss th

e be

anba

g un

der

it to

you

r rig

ht h

and.

Nex

t, lif

t our

left

leg

and

toss

the

bean

bag

unde

r it

to y

our

left

hand

.

Bal

l Bou

nce

Spi

n an

d To

ss

Bub

ble

Bur

st

Bea

nbag

.H

ow m

any

in 1

min

ute?

Lie

on th

e flo

or o

n yo

ur tu

mm

y. P

lace

five

bea

nbag

s at

90

degr

ees

toyo

ur le

ft an

d fiv

e be

anba

gs 9

0 de

gree

s to

you

r rig

ht. T

he la

rge

hoop

shou

ld b

e pl

aced

four

feet

in fr

ont o

f you

.O

n go

piv

ot y

ours

elf a

roun

d on

you

r tu

mm

y an

d pi

ck u

p on

e be

anba

gfr

om y

our

left.

Piv

ot b

ack

to s

tart

ing

posi

tion

and

toss

it in

to th

e ho

op.

Rep

eat t

o pi

ck u

p a

bean

bag

from

you

r rig

ht s

ide.

Con

tinue

unt

il al

lbe

anba

gs h

ave

been

col

lect

ed a

nd to

ssed

.

5 B

eanb

ags

- H

oop

Rec

ord

the

time

take

n fo

r th

ech

ild to

com

plet

e th

e ta

sk.

Ext

ensi

on -

mov

e ho

opfu

rthe

r aw

ay.

Blo

w b

ubbl

es -

how

man

y ca

n yo

u bu

rst i

n 1

min

ute?

Bub

bles

.B

ubbl

e M

achi

ne.

Bou

nce

ball

usin

g le

ft ha

nd -

kee

ping

feet

in c

ircle

.U

se r

ight

han

d -

keep

ing

feet

in c

ircle

.U

se r

ight

and

left

hand

s al

tern

ativ

ely.

Per

form

eac

h 30

sec

onds

eac

h.

Foo

tbal

l, te

nnis

bal

l and

circ

le.

Cha

nge

to f

oo

tbal

l onc

eac

tivi

ty b

eco

mes

flu

ent.



150

Trunk Stability ActivitiesA

ctiv

ity

Nam

e

Aer

opla

nes

Des

crip

tio

nN

ote

s/E

qui

pm

ent

Inst

ruct

ion

to p

upil

Lie

on y

our

tum

my

on th

e flo

or, w

ith le

gs s

trai

ght a

nd a

rms

atsh

ould

er le

vel.

On

go -

lift

arm

s an

d le

gs o

ff th

e flo

or to

geth

er. H

old

this

pos

ition

for

as lo

ng a

s yo

u ca

n.R

epea

t fiv

e tim

es.

Brid

ging

Log

Rol

ling

Str

etch

Out

Rec

ord

max

. len

gth

of ti

me

you

wer

e ab

le to

kee

p ou

rha

nds,

arm

s an

d le

gs u

p of

fth

e flo

or.

Lie

on b

ack

with

arm

s ab

ove

head

hol

ding

the

hoop

and

legs

dow

nst

raig

ht. P

lace

2 s

kittl

es o

n yo

ur le

ft -

one

leve

l with

fore

arm

and

oth

erw

ith lo

wer

cal

f. P

lace

oth

er s

kittl

es a

cros

s th

e ro

om. O

n go

rol

l lik

e a

log

keep

ing

arm

s an

d le

gs s

trai

ght -

aim

ing

to k

nock

ove

r sk

ittle

s.C

ontin

ue fo

r a

min

ute.

1 ho

op.

4 sk

ittle

s.R

ecor

d nu

mbe

r of

ski

ttles

knoc

ked

over

in 1

min

ute.

Pos

ition

you

rsel

f on

all f

ours

(ha

nds

and

knee

s) w

ith th

e be

anba

gba

lanc

ed o

n yo

ur h

ead.

Lift

our

left

arm

off

the

floor

and

str

etch

it o

ut s

trai

ght a

t sho

ulde

rle

vel.

Bal

ance

in th

is p

ositi

on fo

r as

long

as

poss

ible

, with

out t

hebe

anba

g fa

lling

off.

Rep

eat w

ith y

our

right

arm

.R

epea

t with

left

leg

and

right

leg.

Bea

nbag

.R

ecor

d th

e tim

e ea

chpo

sitio

ned

was

mai

ntai

ned.

Lie

on b

ack

with

kne

es b

ent a

nd fe

et fl

at o

n th

e flo

or. H

old

ball

in o

neha

nd. O

n go

, lift

up

your

bot

tom

to m

ake

a br

idge

. Pas

s th

e ba

ll un

der

the

brid

ge to

you

r ot

her

hand

and

then

ove

r yo

ur tu

mm

y ba

ck to

the

star

t.

A te

nnis

bal

l.R

ecor

d ho

w m

any

times

you

can

pass

the

ball

arou

nd o

urbo

dy in

1 m

inut

e.

Tailo

r S

tret

chS

it cr

oss-

legg

ed o

n th

e flo

or. A

s th

e pe

gs a

re g

iven

to y

ou o

ne a

t atim

e, m

ove

to th

em. M

ove

to th

e up

right

pos

ition

bef

ore

pass

ing

the

peg

to th

e ot

her

hand

and

peg

ging

it o

nto

the

edge

of t

he b

ox. R

epea

tw

ith 2

0 pe

gs.

20 c

loth

es p

egs

and

a bo

x.R

ecor

d nu

mbe

r of

succ

essf

ully

tran

sfer

red

pegs

and

also

the

num

ber

of ti

mes

the

child

lost

thei

r ba

lanc

e.

Brid

ging

with

One

Leg

Ext

ende

dLi

e on

you

r ba

ck w

ith y

our

knee

s be

nt u

p an

d yo

ur fe

et fl

at o

n th

eflo

or. L

ift b

otto

m w

ithou

t wob

blin

g. W

hen

in li

fted

posi

tion

lift y

our

left

foot

and

str

aigh

ten

the

left

leg.

Hol

d fiv

e se

cond

s pu

t you

r fo

ot b

ack

and

low

er y

our

botto

m. R

epea

t str

aigh

teni

ng r

ight

leg.

Rec

ord

the

num

ber

ofsu

cces

sful

lifts

usi

ng th

e rig

htan

d le

ft le

gs to

a m

axim

um o

fte

n lif

ts fo

r ea

ch le

g.



151

Trunk Stability Activities (Continued)A

ctiv

ity

Nam

eIn

stuc

tio

n to

pup

ilN

ote

s/E

qui

pm

ent

Sup

erm

an

Rev

erse

Sit-

ups

Sid

e S

addl

e

Sit

on fl

oor

with

kne

es b

ent a

nd y

our

feet

flat

on

the

floor

. You

r ar

ms

shou

ld b

e ou

t str

aigh

t at s

houl

der

leve

l with

you

r ha

nds

besi

de y

our

knee

s bu

t not

touc

hing

them

.Lo

wer

bod

y sl

owly

bac

k to

war

ds th

e flo

or, a

s fa

r as

pos

sibl

e w

ithou

tgo

ing

all t

he w

ay d

own.

Sto

p an

d re

turn

to a

n up

right

sitt

ing

posi

tion.

Rep

eat t

en ti

mes

.

Rec

ord

the

tota

l num

ber

ofre

vers

e si

t-up

s co

mpl

eted

with

con

trol

.

Do

no

t le

t th

e p

upil

cras

hb

ackw

ard

s to

the

flo

or.

Sta

rt in

a h

igh

knee

ling

posi

tion.

On

go r

otat

e hi

ps a

nd p

ositi

on y

ours

elf d

own

in s

ide

sitti

ng, b

alan

ceth

en c

ome

back

to h

igh

knee

ling,

rot

ate

hips

the

oppo

site

sid

e an

d go

dow

n to

sid

e si

tting

on

this

sid

e, b

alan

ce a

nd c

ome

back

to h

igh

knee

ling

agai

n.

Rec

ord

the

best

tim

e in

whi

chth

e ch

ild w

as a

ble

toco

mpl

ete

a se

t of t

en c

ycle

s.S

uppo

rt m

ay b

e ne

eded

initi

ally

.

On

all f

ours

bal

ance

a b

eanb

ag o

n yo

ur h

ead.

Bal

ance

the

bean

bag

whi

le y

ou s

tret

ch y

our

left

arm

str

aigh

t out

in fr

ont o

f you

and

rig

ht le

grig

ht b

ehin

d yo

u. B

alan

ce a

s lo

ng a

s yo

u ca

n. R

epea

t lift

ing

your

rig

htar

m a

nd le

ft le

g.

Rec

ord

best

tim

es a

chie

ved.

Bea

nbag

.

Leg

Lifts

Sit

on fl

oor

with

you

r le

gs o

ut s

trai

ght h

oldi

ng th

e ba

ll be

twee

n yo

uran

kles

. (A

) O

n go

lift

the

ball

up a

nd d

own

slow

ly a

nd w

ith c

ontr

ol. (

B)

On

go li

ft th

e ba

ll an

d m

ove

to th

e le

ft an

d pl

ace

dow

n, li

ft an

d re

turn

to th

e m

id-li

ne, l

ift a

nd m

ove

to th

e rig

ht a

nd p

lace

dow

n, li

ft an

dre

turn

to th

e m

id-li

ne.

One

larg

e si

zed

foot

ball.

Rec

ord

(a)

the

num

ber

of li

fts;

(b)

the

num

ber

of c

ycle

sco

mpl

eted

in o

ne m

inut

e.

Bot

tom

Lift

sP

lace

the

ten

bean

bags

at o

ne s

kittl

e an

d th

e bo

x at

the

othe

r. S

it on

the

floor

at t

he s

kittl

e w

ith th

e be

anba

gs. O

n go

put

one

bea

nbag

on

your

lap,

put

you

r ha

nds

on th

e flo

or, p

ush

dow

n on

them

and

lift

your

botto

m u

pwar

ds a

nd b

ackw

ards

and

low

er it

bac

k to

the

floor

. Rep

eat

this

act

ion

to m

ove

your

bod

y ba

ckw

ards

tow

ards

the

box.

The

nre

peat

this

mov

ing

forw

ards

to g

et th

e ne

xt b

eanb

ag.

Tim

e ho

w lo

ng 1

0 be

anba

gsta

kes.

2 sk

ittle

s, 6

feet

apa

rt.

10 b

eanb

ags

and

box/

cont

aine

r.



152

Bilateral Integration ActivitiesA

ctiv

ity

Nam

eIn

stru

ctio

ns t

o p

upil

No

tes/

Eq

uip

men

t

Peg

Gam

e

Bun

ny H

ops

Scr

ambl

e A

roun

d

Sta

rt w

ith b

oth

hand

s an

d fe

et o

n th

e flo

or in

a c

rouc

hed

posi

tion.

Mov

e bo

th h

ands

forw

ard

and

jum

p w

ith b

oth

feet

toge

ther

brin

ging

them

up

clos

er to

han

ds.

Rep

eat o

ver

a di

stan

ce o

ffiv

e m

etre

s. R

epea

t thi

s te

ntim

es.

Pla

ce y

our

pref

erre

d ha

nd o

n th

e ce

ntre

dot

and

ext

end

othe

r ar

mto

war

ds th

e ce

iling

. Lea

ning

on

your

pre

ferr

ed h

and

wal

k yo

ur fe

etar

ound

the

circ

le.

How

far

can

he g

o w

ithou

tre

stin

g?H

ow m

any

circ

les

can

hem

ake?

Mar

k a

dot o

n th

e flo

or a

ndth

en a

circ

le a

roun

d th

e do

t,th

at h

as th

e ra

dius

abo

ut th

ehe

ight

of y

our

child

.

Take

peg

s fr

om r

ight

sid

e w

ith r

ight

han

d an

d pe

g th

em o

nto

box

posi

tione

d on

you

r le

ft.R

epea

t usi

ng le

ft ha

nd w

ith p

egs

on le

ft an

d bo

x on

rig

ht.

Talk

abo

ut le

ft an

d rig

ht.

Get

clo

thes

peg

s.

Pen

ny F

lippi

ngLi

ne u

p a

row

of p

enni

es fr

om le

ft to

rig

ht s

o th

at th

e ro

w r

each

esfr

om in

fron

t of l

eft s

houl

der

to in

fron

t of r

ight

sho

ulde

r. C

ross

mid

-lin

e by

usi

ng o

ne h

and

to fl

ip th

em a

ll ov

er in

line

with

out l

eani

ng to

right

or

left.

Try

usin

g bo

th h

ands

at o

nce

by s

tart

ing

sim

ulta

neou

sly

atle

ft an

d rig

ht e

nds

of r

ow a

ndfli

ppin

g pe

nnie

s un

til h

ands

mee

t at t

he m

iddl

e.O

ne p

enny

coi

ns.

Str

eam

ers

Mak

e ci

rcle

s an

d sh

apes

in fr

ont o

f bod

y w

ith s

trea

mer

sD

iscu

ss le

ft, r

ight

, and

oth

erpo

sitio

nal l

angu

age.

Col

oure

d st

ream

ers.

Far

Sid

eA

sk p

upils

to s

it ba

ckw

ards

on

a ch

air

and

ask

them

to th

row

bean

bags

at t

arge

ts lo

cate

d fa

r to

the

side

s.T

hrow

a b

eanb

ag a

t one

of t

he ta

rget

s.

Alte

rnat

ivel

y us

e a

benc

h or

agy

m b

all o

r te

ll th

em to

sta

ndas

if fe

et g

lued

to fl

oor.

Bea

nbag

s/ci

rcle

s/ho

ops

ongr

ound

.



153

Strengthening Shoulder Girdle ActivitiesA

ctiv

ity

Nam

eIn

stru

ctio

n to

pup

il

Pus

h-U

ps

Sna

ke C

reep

Bun

ny H

ops

Com

man

do c

raw

l a d

ista

nce

of s

ix fe

et a

long

the

floor

usi

ng y

our

arm

s an

d le

gs, b

ut k

eepi

ng y

our

tum

my

on th

e flo

or.

Sta

rt w

ith b

oth

hand

s an

d fe

et o

n th

e flo

or in

a c

rouc

hed

posi

tion.

Mov

e bo

th h

ands

forw

ard

and

jum

p w

ith b

oth

feet

toge

ther

brin

ging

them

up

clos

er to

han

ds. R

epea

t ove

r a

dist

ance

of t

en fe

et. R

epea

tth

is te

n tim

es.

On

all f

ours

on

the

floor

(kn

ees

dire

ctly

und

er h

ips

and

hand

s at

shou

lder

leve

l).B

end

arm

s at

the

elbo

ws

so th

at y

ou c

an to

uch

the

floor

with

you

rno

se. S

tren

gthe

n yo

ur a

rms

slow

ly a

nd c

ome

back

to a

ll fo

urs

posi

tion.

Rep

eat 2

0 tim

es.

Bea

nbag

Thr

owLi

e fa

ce d

own

on th

e flo

or w

ith h

ands

bel

ow y

our

shou

lder

s.S

trai

ghte

n yo

ur e

lbow

s to

lift

your

upp

er b

ody

away

from

the

floor

.U

se a

ltern

ate

hand

s to

thro

w a

bea

nbag

into

a h

oop

ahea

d of

you

.R

epea

t with

10

bean

bags

(5

with

you

r rig

ht h

and

and

5 w

ith y

our

left)

with

the

hoop

3 m

etre

s ah

ead.

Cra

b W

alki

ngW

alk

arou

nd th

e ro

om o

n yo

ur h

ands

and

feet

with

you

r tu

mm

y fa

cing

the

ceili

ng. D

onʼt

let y

our

botto

m to

uch

the

grou

nd. D

o 10

leng

ths

ofth

e ro

om.

Bea

nbag

Bal

ance

Bal

ance

bea

n ba

gs o

n ou

tstr

etch

ed a

rms.

How

long

can

you

bal

ance

them

for?

Sof

t Sur

face

Cra

wlin

gC

raw

l for

war

ds a

nd b

ackw

ards

on

lilo

or s

oft p

illow

.

Str

etch

ing

Act

iviti

esE

ncou

rage

wor

king

abo

vesh

ould

er le

vel -

e.g

. pai

ntin

gat

eas

el, b

lack

boar

ds,

clea

ning

win

dow

s.

No

tes/

Eq

uip

men

t

Onc

e flu

ent r

epea

t with

aB

eanb

ag o

n he

ad.

Rec

ord

time

take

n.B

eanb

ag.

Rec

ord

the

num

ber

ofco

mpl

eted

pre

ss-u

ps a

ndtim

e ta

ken

to d

o th

em.

Bea

nbag

.

Lilo

/sof

t pill

ow.

Bea

nbag

s.



154

Strengthening Shoulder Girdle Activities (Continued)A

ctiv

ity

Nam

eD

escr

ipti

on

Wat

er P

ourin

g

Pus

h-U

p F

rom

Kne

elin

g P

ositi

on

Wal

l Pus

h-U

ps

On

all f

ours

low

er y

ours

elf t

o flo

or b

y lo

wer

ing

elbo

ws

slow

ly a

ndm

aint

aini

ng a

str

aigh

t bac

k.

Pus

h-up

s ag

ains

t wal

l: S

tand

an

arm

dis

tanc

e aw

ay fr

om a

wal

l. Le

anon

the

wal

l, w

ith th

e ha

nds

flat o

n it.

Kee

ping

the

arm

s st

raig

ht, u

sefin

gers

to p

ush

away

from

the

wal

l to

get t

o an

upr

ight

pos

ition

.

With

con

tain

er h

eld

at a

rms

leng

th p

or w

ater

from

one

con

tain

er to

anot

her.

The

follo

win

g ac

tiviti

es a

re a

lso

good

at d

evel

opin

g sh

ould

er a

nd p

elvi

c st

abili

ty: T

ram

polin

ing

unde

r qu

alifi

ed s

uper

visi

on.

Clim

bing

fram

es -

han

ging

/sw

ingi

ng/c

hin-

ups.

Hor

se r

idin

g. C

ross

-cou

ntry

run

ning

. Sw

imm

ing.

Fis

hing

. Row

ing.

Run

ning

on

sand

.

Hig

h K

neel

ing

Thr

ow a

bal

l ove

rarm

to a

par

tner

whi

lst k

neel

ing.

Ove

rarm

Thr

owin

gT

hrow

ing

larg

e ba

ll -

both

han

ds, a

lso

from

abo

ve h

ead.

Two

appr

opria

te s

ize

cont

aine

rs a

nd w

ater

.

Bal

loon

Str

ike

Hit

ballo

on (

or b

all o

n st

ring)

.

No

tes/

Eq

uip

men

t

Bal

l.P

upil

wor

ks w

ith p

artn

er

Sus

pend

bal

loon

or

ball

onst

ring

abov

e pu

pilʼs

hea

d an

dhi

t with

han

ds o

r ca

rdbo

ard

roll.

Bas

ketb

all n

et, v

olle

ybal

l.

As

the

pupi

l bec

omes

mor

epr

ofic

ient

mov

e th

e fe

etba

ckw

ards

to th

at th

ere

is a

grea

ter

angl

e of

lean

aga

inst

the

wal

l.

Mak

e in

to a

gam

e by

pic

king

up w

ith m

outh

a s

wee

t fro

m a

plat

e in

fron

t or

low

erin

gel

bow

s al

tern

atel

y to

take

ahu

la h

oop

off e

ach

finge

r i.e

.10

pus

h-up

s.S

wee

t on

a pl

ate.

Hul

a ho

ops.



155

Proprioception Activities

Act

ivit

y N

ame

Inst

ruct

ion

to

pup

ilP

illow

Wal

k

Clo

ck H

ands

Touc

h an

d F

eel T

ray

Sta

nd u

p w

ith h

ands

by

your

sid

es. U

sing

you

r ar

ms

as th

e ha

nds

ofa

cloc

k ,te

ll th

e tim

e (s

elec

ted

by y

our

part

ner)

. You

can

sta

rt th

isga

me

stan

ding

in fr

ont o

f a m

irror

to h

elp

the

plac

emen

t of y

our

arm

s.

Rea

ch u

nder

the

clot

h w

ithou

t loo

king

to fi

nd th

e ob

ject

sel

ecte

d by

your

par

tner

. OR

you

r pa

rtne

r pl

aces

1 o

bjec

t und

er th

e cl

oth.

Pla

ceyo

ur h

ands

und

er th

e cl

oth

and

try

to g

uess

wha

t obj

ect i

s w

ithou

tlo

okin

g.

Wal

k ov

er r

ug th

e le

ngth

of t

he r

oom

10

times

kee

ping

you

r ba

lanc

e.

One

Leg

Bal

ance

Sta

nd u

p w

ith fe

et to

geth

er. C

lose

you

r ey

es a

nd s

ee if

you

can

kee

pyo

ur b

alan

ce. N

ext p

ract

ice

stan

ding

on

1 le

g. O

nce

you

can

do th

isw

ithou

t hol

ding

on

try

this

with

you

r ey

es c

lose

d. H

ow m

any

seco

nds

can

you

bala

nce

for

with

eye

s cl

osed

?

Tray

Maz

eH

oldi

ng a

tray

with

ext

ende

d ar

ms

and

dire

ct a

mar

ble

thro

ugh

it.

Pro

prio

cept

ion

is th

e aw

aren

ess

of th

e po

sitio

n of

diff

eren

t bod

y pa

rts

in r

elat

ion

to e

ach

othe

r an

d in

spa

ce. C

hild

ren

with

low

tone

(ʻfl

oppy

ʼ mus

cles

) of

ten

have

red

uced

pro

prio

cept

ive

awar

enes

s, a

nd le

ss fe

edba

ck is

ava

ilabl

e fr

om th

eir

join

ts a

bout

whe

re th

eir

body

is in

spa

ce. T

o im

prov

e pr

oprio

cept

ion,

chi

ldre

n/yo

ung

peop

le n

eed

lots

of a

ctiv

ities

aga

inst

res

ista

nce

or w

ithin

crea

sed

pres

sure

to e

nabl

e th

em to

bec

ome

mor

e aw

are

of th

eir

body

pos

ition

.

Mar

ble

Pai

ntin

gH

old

tray

at a

rms

leng

th. M

ove

to m

ake

a pi

ctur

e.

Two

appr

opria

te s

ize

cont

aine

rs a

nd w

ater

.

No

tes/

Eq

uip

men

t

Pla

ce a

sel

ectio

n of

10

smal

lob

ject

s/to

ys o

n a

tray

. Cov

erth

e tr

ay w

ith a

clo

th. P

upil

wor

king

with

adu

lt or

pee

r.

Arr

ange

a s

elec

tion

ofpi

llow

s/so

ft to

ys o

n th

e flo

or(c

reat

ing

an u

neve

n su

rfac

e)an

d co

ver

with

a r

ug.

(Wal

king

ove

r un

even

gro

und

outs

ide

ongr

ass/

pebb

les/

sand

is a

lso

grea

t pra

ctic

e).

Mak

e a

plas

ticin

e m

aze

on a

tray

.

Pla

ce p

aper

in th

e bo

ttom

of

an ic

e cr

eam

con

tain

er, a

ddtw

o bl

obs

of p

aint

and

am

arbl

e. P

ut th

e co

ntai

ner

ona

heav

y tr

ay a

nd



156

Proprioception Activities (Continued)A

ctiv

ity

Nam

eD

escr

ipti

on

Text

ured

Dra

win

gs

Ben

ch P

ull

Mov

ing

Sta

tues

Lie

on y

our

tum

my

on P

E b

ench

, arm

s st

raig

ht a

nd h

oldi

ng s

ides

with

hand

s, p

ull y

ours

elf u

p to

han

ds a

nd r

epea

t.

Pup

il lie

s on

his

bac

k on

the

floor

with

eye

s cl

osed

. The

rapi

st m

oves

one

arm

or

leg

into

a s

eque

nce

of d

iffer

ent p

ositi

ons.

The

chi

ld h

as to

rem

embe

r an

d re

peat

acc

urat

ely

with

out h

elp.

Spa

ce H

oppe

rLy

ing

over

and

wal

king

on

hand

s.

Dra

win

g w

ith p

aper

ove

r te

xtur

ed s

urfa

ce e

.g. c

orru

gate

d ca

rd a

ndte

xtur

e ru

bbin

gs e

.g. t

ree

bark

, coi

ns e

tc.

Ski

ppin

gS

kipp

ing

with

a r

ope.

Whi

stle

Tub

eS

win

g a

whi

stle

tube

, sw

ing

forw

ards

, bac

kwar

ds a

nd d

iago

nally

,ch

ange

arm

s.

Dra

win

gM

ake

a la

rge-

scal

e dr

awin

g/pi

ctur

e on

wal

l or

blac

kboa

rd.

Sui

tabl

e w

all/b

lack

boar

dch

alks

.

No

tes/

Eq

uip

men

t

Spa

ce h

oppe

r or

gym

bal

l.

Ben

ch

The

follo

win

g ac

tiviti

es a

re a

lso

good

at d

evel

opin

g pr

oprio

cept

ion:

Pus

h an

d pu

ll; d

ress

ing

up in

hea

vy c

loth

es; p

aper

tear

ing

(thi

ck c

ard/

pape

r); c

arry

ing

obje

cts

such

as

shop

ping

, cha

irs, g

ym e

quip

men

t (w

ith s

uper

visi

on);

ski

ppin

g; c

onst

ruct

ion

gam

es.



157

Fine Motor Skills Activities and ResourcesR

eso

urce

Sug

ges

tio

n Fo

r U

seS

upp

lier

“Writ

e F

rom

The

Sta

rt”

Ion

Teod

ores

cu a

ndLo

is A

ddy.

“Spe

ed U

p” L

ois

Add

y.

“Cut

ting

Ski

lls”

Mar

kan

d K

aty

Hill

.

Kin

aest

hetic

Pro

gram

me

to d

evel

op h

andw

ritin

g sk

ills.

Incl

udes

asse

ssm

ent c

heck

list a

nd a

ctiv

ities

.

For

teac

hing

and

ass

essm

ent o

f cut

ting

skill

s.

Sel

ectio

n of

pen

cils

,cr

ayon

s, c

halk

s an

dbl

ackb

oard

, and

past

els.

Diff

eren

t lea

ds a

nd s

hape

s -

for

expe

rimen

tatio

n: e

.g. T

riang

ular

Chu

bbie

s.

Pro

gram

me

with

ext

ra a

ctiv

ities

and

gam

es to

dev

elop

han

dwrit

ing

skill

s e.

g.:

●ha

nd/e

ye c

o-or

dina

tion;

●sp

atia

l aw

aren

ess;

●fig

ure

- gr

ound

dis

crim

inat

ion;

●le

tter

orie

ntat

ion.

Sel

ectio

n of

Grip

sF

or p

enci

ls a

nd p

ens.

Blu

-tak

is a

lso

usef

ul.

Sel

ectio

n of

Pen

s●

Gel

and

rol

lerb

all -

diff

eren

t typ

es o

f grip

s, th

ickn

ess

and

flow

/res

ista

nce.

●Li

ght-

up p

ens

- ad

aptin

g pr

essu

re.

●N

ovel

ty p

ens

- m

otiv

ator

s e.

g. fl

uore

scen

t, co

lour

cha

nge,

“Sm

ell-g

el”.

LDA

LDA

LDA

NE

S A

rnol

dW

H S

mith

sE

arly

Lea

rnin

g C

entr

e

NE

S A

rnol

dLD

A

NE

S A

rnol

dW

H S

mith

sE

arly

Lea

rnin

g C

entr

eJe

sper

sD

arle

y M

illP

aper

Tre

e

Ink

Sta

mps

To d

evel

op p

ince

r gr

ip a

nd p

ress

ure.

Bak

er R

oss

Pla

stic

Bub

ble-

wra

pP

oppi

ng r

aces

- to

dev

elop

pin

cer

grip

and

str

engt

hen

mus

cles

.

“Con

stru

ct-o

-Str

aws”

Man

ipul

ativ

e co

ntro

l and

pin

cer

grip

.N

ES

Arn

old

NE

S A

rnol

dR

ollin

g be

twee

n fo

re-f

inge

r an

d th

umb.

Pip

e C

lean

ers



158

Fine Motor Skills Activities and Resources (Continued)R

eso

urce

Sug

ges

tio

n Fo

r U

seS

upp

lier

Non

-Slip

Mat

ting

Pap

er P

late

s

Sm

all C

olou

red

Peg

s

●U

se to

dev

elop

pin

cer

mov

emen

t by

clip

ping

peg

s ar

ound

edge

of p

late

.●

Dev

elop

con

trol

by

pick

ing

up b

eads

or

butto

ns w

ithtw

eeze

rs.

●U

se in

cra

ft ac

tiviti

es fo

r de

velo

ping

sci

ssor

ski

lls.

●F

or m

arki

ng th

e st

art o

f a p

iece

of w

ritin

g.●

Pin

cer

mov

emen

t act

iviti

es: “

Sna

ppin

g C

roco

dile

s”.

●C

olou

r se

quen

cing

.

Mag

netic

Whi

tebo

ard

and

Eas

y-flo

w P

ens.

M

agne

tic fo

am le

tters

.

●E

asie

r to

writ

e on

. Use

ful f

or le

tter-

shap

e fo

rmat

ion.

Dou

ble

Doo

dles

and

Laz

y 8s

.●

Larg

e an

d sm

all.

●Ta

ctile

- fo

r m

ulti-

sens

ory

lear

ning

.

For

exe

rcis

e bo

oks

and

pape

r. A

lso

avai

labl

e in

non

-slip

str

ips.

Car

bon

Pap

erU

se w

ith s

heet

s of

scr

ap p

aper

to m

ake

a sa

ndw

ich

- to

ada

ptpr

essu

re.

Bea

ds, r

igid

thre

adin

gba

ses,

and

sof

t lac

es.

●M

anip

ulat

ive

skill

s, c

o-or

dina

tion.

●S

eque

ncin

g fo

llow

ing

patte

rn te

mpl

ates

.●

Em

broi

dery

car

ds.

Sm

art K

ids

NE

S A

rnol

d

Bal

ls●

Thr

owin

g/ca

tchi

ng.

●K

oosh

bal

l - is

olat

e an

d pu

ll ea

ch s

pine

.N

ES

Arn

old

Rul

ers

●H

andl

ed to

aid

con

trol

.●

Rin

g bi

nder

rul

er fo

r ol

der

pupi

ls w

ith o

rgan

isat

iona

ldi

fficu

lties

.

Fin

ger

pupp

ets

and

hand

pup

pets

.P

ropr

ioce

ptor

/mot

or s

kills

:●

Iden

tifyi

ng a

nd is

olat

ing

finge

rsF

inge

r rh

ymes

e.g

. “Tw

o F

at G

entle

men

Met

In T

he L

ane”

.

NE

S A

rnol

d

Cat

ch o

ne o

ne e

ach

finge

r.B

ubbl

e B

low

ing

Set

.

Rym

ans



159

Fine Motor Skills Activities and Resources (Continued)R

eso

urce

Sug

ges

tio

n Fo

r U

seS

upp

lier

Prit

t Rol

ler

Chu

nky

Peg

s an

dB

oard

Sel

ectio

n of

Rib

bons

Man

ipul

atio

n an

d co

-ord

inat

ion.

Peg

s ar

e st

acka

ble.

●R

ollin

g up

and

aro

und

a pe

ncil.

●G

athe

ring

with

a n

ippi

ng a

ctio

n or

with

thum

b in

to p

alm

of

hand

.●

Writ

e da

ncin

g.

Pla

y D

ough

and

Cut

ting

Tool

s.●

For

mat

ion

of le

tter

shap

es.

●R

ollin

g, p

ress

ing

with

fing

er-t

ips

and

palm

s.●

Pre

ss m

ap p

ins

in s

trip

s.

Eas

ier

to u

se -

cou

ld r

ecom

men

d to

old

er p

upils

ʼ ow

n eq

uipm

ent.

Fin

e M

otor

ing.

Pho

toco

piab

le w

orks

heet

s to

dev

elop

fine

mot

or s

kills

.

Tall

Sta

cker

.P

egs

and

Peg

boar

d S

et.

Jesp

ers

Eas

y Le

arn

Ltd.

ww

w.e

asyl

earn

.co.

uk

Thr

eadi

ng T

ree.

Des

igne

d to

be

easy

to h

old,

this

tree

has

a "

was

p" th

read

er a

ttach

edby

cor

d fo

r th

read

ing.

w

ww

.task

mas

tero

nlin

e.co

.uk

LDA

ww

w.ta

skm

aste

ronl

ine.

co.u

k



160

Supporting Pupils With Verbal Dyspraxia

Are

a To

Dev

elo

pA

ctiv

itie

sP

urp

ose

Lips

Tong

ue

●Lo

okin

g in

a m

irror

and

mak

ing

funn

y fa

ces.

●O

pen

and

shut

mou

th.

●M

ake

a bi

g m

outh

like

a li

on.

●M

ake

a lit

tle m

outh

like

a m

ouse

etc

.●

Blo

win

g an

d su

ckin

g th

roug

h di

ffere

nt p

ipes

, tub

es a

ndst

raw

s -

usin

g lip

s al

one.

To im

prov

e lip

sha

pe a

ndm

ovem

ent.

Sof

t Pal

ate

Chi

ldre

n w

ith v

erba

l dys

prax

ia s

houl

d be

ref

erre

d to

the

spee

ch th

erap

ist a

s ea

rly a

s po

ssib

le a

s it

is g

ener

ally

rec

ogni

sed

that

child

ren

with

dev

elop

men

tal v

erba

l dys

prax

ia d

o no

t get

bet

ter

with

out h

elp.

The

y re

quire

reg

ular

ther

apy

deliv

ered

by

asp

eech

ther

apis

t and

pra

ctis

e at

sch

ool a

nd/o

r ho

me.

●P

ract

ise

stic

king

tong

ue o

ut.

●Lo

okin

g in

a m

irror

and

lick

ing

spoo

ns a

nd lo

llies

.●

Lick

ing

gam

es -

pra

ctis

e lic

king

dow

nwar

ds o

nto

chin

, lic

ksi

dew

ays,

lick

upw

ards

up

behi

nd te

eth.

To im

prov

e to

ngue

sha

pe a

ndm

ovem

ents

so

that

it is

wel

lco

ntro

lled

and

plac

edac

cura

tely

for

spee

ch s

ound

s.

●B

low

ing

bubb

les.

●B

low

pai

ntin

g.●

Blo

win

g pi

pes

and

reco

rder

s.●

Blo

w fo

otba

ll us

ing

plas

tic tu

bing

or

stra

ws.

To e

ncou

rage

eas

y ra

pid

mov

emen

ts o

f the

sof

t pal

ate

to c

lose

off

the

nasa

lpa

ssag

es w

hen

appr

opria

tein

spe

ech.

To im

prov

e st

reng

th a

ndqu

ality

of v

ocal

tone

.T

he L

aryn

x●

Enc

oura

ge s

ingi

ng.

●P

lay

gam

es u

sing

diff

eren

t voi

ces.

●E

ncou

rage

chi

ld to

mak

e a

soun

d e.

g. ʻa

hʼ fi

rst f

or a

sho

rttim

e an

d th

en g

radu

ally

incr

easi

ng th

e le

ngth

of t

he b

reat

han

d so

und.

●U

se a

blo

w p

ipe

and

ball

- ke

ep th

e ba

ll in

the

air

for

anin

crea

sing

leng

th o

f tim

e.

To e

ncou

rage

goo

d ea

sybr

eath

ing

for

spee

ch.

Bre

ath

Con

trol

Appendix 4

Handwriting

Evidence from existing studies suggests thathandwriting intervention programmes may also have areal impact on the composing skills of young writers,Christensen (2005) Medwell and Wray (2007) suggestthat if pupils have to devote large amounts of workingmemory to the control of lower level processes suchas handwriting they may have little working memoryfor higher-level processes such as the generation ofideas, vocabulary selection, and editing. By makinghandwriting an automatic process the problem oflimited working memory can be addressed.This appendix contains information on:

• teaching handwriting;• features of good handwriting;• hand exercises;• handwriting questionnaire;• letter formation record sheets;• support for number formation.

Handwriting improvement after two months of aregular handwriting programme.

The National HandwritingAssociation has several

inexpensive publications thathelp children write legibly and

at a greater speed.www.nha-handwriting.org.uk

Developing good handwriting isdependent on the pupil sittingcorrectly, having stability of theupper torso, shoulder, forearmand wrist and a secure pencil

grasp.


The ability to write legibly is a skill which needs to be taughtbecause it is not simply acquired. Acquiring this ability requiresphysical, sensory and cognitive development. Basic requirementsfor developing writing skills are:

● A secure sitting position (or good postural fixation inother chosen positions).

● A developmentally mature shoulder girdle, wrist andfinger movements. The strength and co-ordination ofthe muscles and bones.

● Intact sensory feedback both during and aftermovement i.e. visual, kinaesthetic and tactile.

● Visual motor control and motor memory i.e. the abilityto co-ordinate eyes, arms and hands. It contributes tothe ability to learn new shapes, letters, numbers, printbetween lines and colour written boundaries.

● Established laterality and bilateral hand skills i.e. whichis the dominant hand and the ability to use your handstogether e.g. one hand to steady the paper and one towrite, one to cut using scissors and the other to holdthe paper.

Skills which may demonstrate a pupilʼs readiness to write are:

● the ability to recognise and match simple shapes;● using scissors with one hand;● the ability to dress themselves;● the ability to draw a recognisable person;● the ability to copy oblique or diagonal lines. Copying is

the ability to reproduce a form after only being shown apicture of the completed design. Imitation is the abilityto reproduce a form after watching someone first.

In the early stages, practising motor skills activities encouragesthe neurological pathways of the brain to develop. As a result,access to motor skills programmes is a basic requirement inhelping all children/young people to develop their fine motor skillsregardless of their age. On average, it takes up to the age of 4 or5 years for a child/young person to develop the foundations andto master writing. As a result, concentrating on pre-writing skillsand the foundations to writing will help more children/youngpeople to be successful.



161

Beginning To Teach Handwriting

Teaching Approachesinclude:

DAILY PRACTICE usinga ‘hands on’ (or hand-over-hand’ approach

to guide andinform movement.

TALKING THROUGHthe letter formationand using one finger

to start off is alsohelpful.

MODELLING letterformation.

REPEATING eachletter movementmany times inorder to securethe learning.

ESTABLISHING a goodseating position.

Beginning writing and/or mark-making activities in a supportiveway can help children/young people to improve their fine motorskills. It can also help to enhance their self-esteem.

An awareness of how mark-making develops, as well asconsideration of the environment and the teaching approachescan all contribute to a supportive learning experience forchildren/young people.

Developmental Stages

An awareness of the developmental stages can be useful inunderstanding why a child/young person may be experiencingdifficulties with some aspects of their writing. The acquisition ofpre-writing skills is dependent on the childʼs ability to interpretvisual information and to have enough fine motor co-ordinationmaturity to reproduce it.

Age 1 year Imitate making a mark.

Age 1½ years Spontaneous scribble.Imitate stroke movements.

Age 2 years Imitate vertical line.

Age 2½ years Imitate a horizontal stroke.

Age 3 years Copy a circle.

Age 4 years Copy a vertical-horizontal cross.

Age 4½ years Copy right oblique line (right handers).

Age 4½ years Copy a square.

Copy left oblique line.

Age 5 years Copy an oblique cross.

Start forming letters.

Copy a triangle.

Age 6 years Writing and drawing comfortably.

Copy a star.

Age 8 Copy a vertical diamond.



162

Beginning To Teach Handwriting (Continued)

Once children havedeveloped sufficientreadiness to write,

the best way todevelop their

handwriting isby practising letter

formation.

Holding the Pen or Pencil

When children begin to mark-make, they may hold their pencil orcrayon in a number of ways. The stages below demonstrate howpen or pencil grip matures.



163

Beginning To Teach Handwriting (Continued)

Children have thebest chance of being

successful when theirphysical environment

(and the method ofteaching handwriting

have been givenconsideration.

Some children findtriangular or trigogrips helpful whenthey are learning a

mature handwritinggrip.

However some children’sfingers aren’t strong

enough for a dynamictripod grip, and asa result it would be

counter productive toinsist on this position.By the time childrenare eight years oldtheir pencil grip is

likely to be established.The main aim of

handwriting from thisstage is legibility andflexibility rather thanthe type of grip used

Palmar Grasp Crayon held infisted hand. Armmoves as a unit.

Pencil held withfingers. Wristpronated andslightly ulnardeviated. Forearmmoves as a unit.

Digital Pronate

Static Tripod Pencil heldproximally in crudeapproximation ofthumb, index andmiddle fingers.Hand moves as aunit.

Dynamic Tripod Pencil held withprecise oppositionof distal phalangesof thumb, indexand middle fingers.Ring and littlefingers flexed toform a stable arch.Exhibits finelocalisedmovements ofProximalinterphalangaljoints.



164

It is usual to considertwo different aspects

in the assessmentof handwriting:

(1) the final product(in terms of quality

and speed of production)(2) the writing process(how writing evolves,posture of the writer).It is also importantto consider the skillin a wider context interms of how the skillhas been taught andwhat other literacyand language skills

the child has.

Barnett (2006)

The Detailed Assessment of Speed of Handwriting can play a rolein identifying children/young people with handwriting difficultiesand provides information relevant to intervention planning.

The assessment includes 5 sub-tests, each testing a differentaspect of handwriting speed. The sub-tests examine fine motorand precision skills, the speed of producing well-known symbolicmaterial, the ability to alter speed of performance on two taskswith identical content as well as free writing competency.

The 5 tasks are:

1. Copy best - copying a sentence in ʻbestʼ handwriting for2 minutes.

2. Alphabet writing - writing the alphabet in lower case for1 minute.

3. Copy fast - copying a sentence quickly for 2 minutes.4. Graphic speed - drawing Xs in circles for 1 minute.5. Free writing - writing on a topic of ʻMy Lifeʼ for 10

minutes.

The test is aimed at those aged between 9-16 years elevenmonths and can be administered individually or in a group -complete battery of tests takes maximum of 30 minutes.

The DASH test is ideal for providing evidence for AccessArrangements for Key Stage 2 and 4 National Curriculum Testsand for general qualifications.

Standardised sub-test and composite scores are provided basedon a nationally stratified normative sample of over 500children/young people collected across the UK in 2006.

Ref. Barnett, A. Henderson, S. Scheib, B. and Schulz, J. (2007).

Handwriting AssessmentDASH - The Detailed Assessment of Speed of Handwriting



165

Handwriting Assessment

Improving Handwriting - A Checklist

Take a good look at a piece of your handwriting and fill inthe following questionnaire.

2. Oval letters are closed and watertight.a b d e g o p q

Today.Marks

out of 10

2 Weekslater.Marks

out of 101. All letters except d and e start at the top.

3. Letters with straight lines are straight and parallel.a b d f g h i j k l m n p q r t u v w x y z

4. The relative height of letters is uniform.e.g. ace, bell, gray

5. Letters are correctly placed in relation to the baseline.e.g. baffle, jog

6. The space between letters is even.

7. The space between words is even(should be the size of two ‘o’s joined together).

8. Letters which end at the top join horizontally.

9. Letters which end on the baseline join diagonally.

10. A sentence begins with a capital letter and ends with a fullstop.

Choose one of the items from the list, which you think needs improvement. This is yourhandwriting goal.

Put a circle around your goal. Think about it every time you write. Only YOU can improveyour own handwriting.

Look at your writing in 2 weeks time to see if you have made some progress. If you thinkyou have achieved your goal, choose another one. If not, keep working at the old one!



166

Handwriting Exercises

Reproduced with kind permission from Wilson Stuart, Outreach, including suggestions byAnn Markee and Maggie Wagstaff.

1● Good sitting position, feet flat, back straight, head tall.● Bottom back on chair.● Sit on hands - sit on one, wave the other.● Hold edge of chair (2 hands).● Push self up - lean right & lean left.● Lift (shrug) 2 shoulders, 1 shoulder.● Lift alternate shoulders.● Shake 2 hands in the air - shake 1.● Shake up, down, fast, slow, one hand still, one hand shake.● Hands on table.● Touch them.● Shake hands with yourself.

2● Make 2 fists (hands on table).● Straighten arms (elbows off table).● Are hands level?● Thumbs out then in.● Pull fists towards you.● Hide thumbs under table.● Stretch arms again (keep fists).● Lift 2 arms up to shoulder level.● Lift 1 arm up, keeping the other down.● Move arms in, out, cross them.● Turn them over fingers up.● Bend elbows, thumbs on top.● Thumbs in, out, wriggle them.● Clap 2 fists together.● Climb fists upwards (thumbs in).



167

Handwriting Exercises (Continued)

3● Make 2 flat hands (thumbs out).● Spread fingers (thumbs touching).● Close fingers and thumbs.● Turn them over (touch little fingers), Stand flat hands up (thumbs up).● Put 1 on the other and cross them.● Lift flat hands & straighten arms.● One higher, one lower, one up, one still.● Make a V with 2 flat hands.● Rest chin in it.● Make a /\ with hands, put on head.● Clap hands to rhythms, simple to hard.● Clap hands then thighs to rhythms.● Increase complexity.

4● Make 1 fist, 1 flat hand, change.● Lift from table - shoulder level.● Lift 1 keep the other still.● 2 fists on shoulders - 2 flat hands on table, cross them.● Clap fist on flat hand, change.● Make rhythms this way.● Clasp 2 hands together, make a clapping noise.● Interlock fingers.● Stretch forwards, sideways circle them.● Put them behind your head, push palms forward.● Flat hands & elbows together on table, slide elbows out wrists down, hands stay

together.

5● Rub hands together (fronts and backs).● Hands flat on table, tap thumbs, tap all fingers.● Tap individual fingers.● Make clasped hands again.● Press all finger tips and thumbs together.● Move them (pressed together).● Make hoops, finger and thumbs.● Pincer grasp.● Make hoops, finger & thumb and other fingers.● Look through them (glasses monocle).● Hold ears with finger and thumb.● Cross arms and hold ears.● One hand, hold nose.



168

Handwriting Reminders

1. Do sit up. Do put your feet on thefloor.

Do Don’t

6. Don’t have your elbows touching your neighbour.

2. Do have your paper at acomfortable angle.

7. Don’t have your table and chair toobig or too small.

3. Do move your paper up as you fillthe page.

8. Don’t have a shadow over yourwork.

9. Don’t use paper that is too big ortoo small.

4. Do think about whether you needlines or not.

10. Don’t grip your pen so that yourhand aches.

5. Do choose the best writing tool forthe job.



169

Handwriting - Questionnaire

Name: _________________________ School: _____________________ Date: _____________

D.o.B.: ____________________________

1. Do you like yourhandwriting?

2. Can you read it?

3. Can other people readit?

4. Do you sit correctlywhen you write?

5. Do you have acomfortable pencil grip?

6. Do you form your letterscorrectly?

7. Do you leave spacesbetween your words?

CommentsPupil to colour in blocks



170

Record Sheet for Letter Formation

Name:

cagdoqpbnhmlituvwyefjkrsxz

Letter Date Date Date Date Date DateDatemasteredno of wordsper min.



171

Record Sheet for Letter Joins

Name:

cacggddooqqupopanonababohahophlalolmlplbmamombmpimhi


pibiaito



172

Record Sheet for Letter Joins (Continued)

taitumunudvavivowawoyayiyemehetefafifefujajije

jukakick




173

Writing Numbers

Write the numbers in the boxes in the following order:

1 2 34 5 67 8 / 0 9

Numbers must not extend outside the box. 8 and 0 share a box as they may be drawn thewrong way round, but they will still look the same.

Laminate the grid.

Pupil to write each number in its box on a daily basis.

●

●

●

●

●

●

●

●

●

●



174

Appendix 5

More In depth Information




175

Overview of Common DifficultiesA

n In

div

idua

l May

hav

e A

Few

Or

Man

y O

f T

hese

Diff

icul

ties

, In

Any

Co

mb

inat

ion

EV

ER

Y IN

DIV

IDU

AL

HA

S A

UN

IQU

E P

RO

FILE

OF

ST

RE

NG

TH

S A

ND

WE

AK

NE

SS

ES

-N

O T

WO

IND

IVID

UA

LS P

RE

SE

NT

WIT

H T

HE

SA

ME

SIG

NS

Children/young people with co-ordination difficulties are oftenreported to have difficulties with various aspects of speech,language and communication. Some of these are well-known toco-exist with the disorder, but it is also recognised the likelihood ofthem having other unrelated developmental disorders as well hasbeen reported as being 60%. These children/young people maypresent with a wide range of speech and language disorders.

In particular, children/young people with developmental co-ordination difficulties are commonly reported to show speech andlanguage difficulties such as the following:

● May have history of delayed language development.● May have poor auditory memory: older children may

struggle to take notes or dictation in class, youngerones may find following instructions hard.

● May have slow response time.● May have difficulties with maintaining peer

relationships.● May have a very literal use of language.

Even though the language and communication difficulties are notthe primary difficulty, these children/young people should still bereferred to the Speech and Language Therapy Department assoon as the problems become apparent. Even if the direct therapyis not required the therapist can assist with setting IEP targets andwith advising on the full nature of the difficulties.



176

Speech and Language Difficulties

Children withdevelopmental verbal

dyspraxia havedifficutly in planning,

initiating and executingspeech sounds and

non-speech movements.It is a motor

programming problemnot a muscle weakness.

Hill (2003)

It is better for a childto utter two or

three spontaneouswords than to copy

a sentence ofseven words.Addy (2003)

Children/young people may, or may not have speech disordersalongside more general co-ordination difficulties. Those withsignificant speech disorders, are often described as being verballyor orally dyspraxic. Verbal dyspraxia is a difficulty in co-ordinatingand sequencing precise movements of the lips, tongue and oralmusculature quickly and accurately enough to attain intelligiblespeech. There is no damage to their muscles and nerves toaccount for their problems. Children/young people with dyspraxiawill struggle to copy voluntary non-speech movements of the lips,tongue etc. They may well also have eating and drinkingproblems.

The severity of verbal or oral dyspraxia can vary. Children may becompletely non-verbal, relying on sign or communication aids, ormay just be hard to understand at times. They may also haveassociated language problems of any type but most frequently:

● Difficulties with expressive language, grammar andcomplex sentences.

● Word finding difficulties.● Social skills problems.● Facial expression difficulties.

Children/young people who have verbal dyspraxia often have ahistory of:

● Delayed onset of speech.● Speech that is very difficult to understand.● A continuing delay in speech (use of words) and

language (use of sentences and structure ofsentences).

It is not unusual for children to start single word talking as late asthree of four years. Progress may be slow and grammatical errorspersist long into junior and even secondary school.

The inability to write clearly is closely associated with verbaldyspraxia. This is linked to:

● The physical difficulty of actually holding and co-ordinating the fine movements of the writing implement.This will affect the formation of letters and numerals.

● The verbal language problem. This often presents as adifficulty with the processing of language and theformation of words into a meaningful flow of ideas andthoughts from the brain to the mouth to the writinghand, where written expression takes place.



177

Verbal Dyspraxia

A child with VerbalDyspraxia may havegood understanding

but limitedcommunication skills.

Portwood (1999)

The causes of oral and verbal dyspraxia are not known, but areassumed to be due to immature neural development. They oftenre-occur in families with a history of similar problems. Earlyreferral to speech and language therapy is essential for thesechildren to make progress, pre-nursery if possible. In the earlystages this therapy may be needed just to help these childrenovercome their anxiety about communication and help them torelax about making sounds. When they are ready for 1:1 therapythis is often a type of motor programming and needs to be donefrequently. Additional language work can often be done veryfrequently. Additional language work can often be integrated intoother curriculum activities or carried out in groups. The speechand language therapist, in addition to working directly to improvetheir communication, can also offer training in how best tocommunicate with the child/young person and how to differentiatethe curriculum to ensure they access it.



178

Verbal Dyspraxia (Continued)

Children/youn gpeoplewith Verbal Dyspraxiaoften have difficulties

with:Sequencing – tables

Nursery RhymesSpelling – as it relieson the breaking down

of words into theircomponent parts andone making the link

between speech soundsand written letter

symbols.Reading

HandwritingNumeracy

Generalising Learning

Our brains register incoming sensory stimulation from our visual,auditory, tactile, vestibular, proprioceptive, olfactory and gustatorysystems. Our brains sort out what is important, what needs to beattended to, and what can be ignored. This process is essential tomaking an appropriate response. It is essential to both learningand to controlling behaviour.

Each sensory system has a two-fold function. Firstly, it facilitatesthe level of general arousal or alertness that is appropriate to ourneeds in any given situation. This is called ʻsensory modulationʼ.Secondly, it facilitates discrimination, to make sense of or givemeaning to the sensory information received. This is calledʻsensory perceptionʼ. Sensory perception depends on the personbeing sufficiently alert to register and to attend to the stimulus forlong enough to make sense of it. However, if the person is over-aroused, for example in an anxious and hyper-vigilant state, orvery excited and giggly, they will be likely to misinterpret theinformation or miss it because they have been distracted.Therefore, for a person to perform optimally, both functions needto be working well and contributing to ʻsensory integrationʼ - thatis, the organisation of sensory information for use.

We all have to be alert in order to learn. Alertness allows us toregister what is happening in our environment, and our level ofalertness or arousal depends to some extent on our thresholds forstimulation. The term ʻthresholdʼ refers to the level of stimulationthat a person needs to register an event. The higher thethreshold, the more sensory input is required to elicit a response.Children/young people with sensory modulation difficulties caneasily be over-stimulated and over-aroused (having a lowthreshold for stimulation), or conversely can be under-aroused(having a high threshold for stimulation). In either case, learningwill be difficult for those with sensory modulation difficulties as theoptimum level of arousal for learning will not be attained.

Unless the sensory stimulus is strong enough to cross over thethreshold, the person will fail to register it, so the stimulus will notcontribute to his general level of arousal, and neither will he beable to interpret it and use it to understand his environment andrespond appropriately.

Some children/young people tend to act in accordance with theirstimulation threshold. Those who have high thresholds that arenot often reached may be noted, for example, to frequently showa low alertness level, to have a dull affect, and to take littleinterest in or show poor understanding of their environment.Children/young people who have low thresholds that are very



179

Sensory Processing and Sensory Modulation

Children/young peoplewith sensory modulationdifficulties can easily be

over-stimulated andover-aroused (low

threshold forstimulation) or

under-aroused (lowthreshold for

stimulation). In eithercase learning will bedifficult for the child

with sensorymodulation difficulties

Activities virtuallynever stimulate onlyone sensory system.They usually affectseveral at the same

time to differentdegrees.

easily reached are noted to frequently be very highly aroused.This can show as general excitement or as anxiety, and frequentlyas emotional lability.

However, some children/young people work to counteract theirstimulation thresholds. If they have high thresholds, they aredriven to meet these thresholds and raise their levels of arousal.They seek to add different types of sensory stimulation to theirdaily activities, through movement, touch, deep pressure, theproduction of sound, or seeking visual or olfactory stimuli. Theyare likely to appear restless and fidgety as they seek out the typesof stimulation they need to raise their level of arousal. Frequentlythey take risks and appear to lack considerations of safety whileplaying. Those with low thresholds who act to counteract theirthresholds, on the other hand, will try to avoid strong stimulationand which would cause them to become too highly aroused. Theymay do this by avoiding noisy or visually stimulatingenvironments, or by avoiding movement and therefore reducingtheir vestibular stimulation. Typically they appear to like to have ahigh degree of control over their environment, and becomedistressed when thwarted.

Sensory Modulation

These children/young people are less effective at controlling theirlevels of alertness than adults, and can quickly become overexcited or, conversely, lethargic and unfocused - neither of whichis conducive to learning. Experienced teachers know this and useall sorts of methods to bring the children/young people in theirclass up or down to an alertness level that is ʻjust rightʼ forlearning.

For example, a teacher may set up a routine whereby, followingplaytime, children/young people enter the classroom and sitquietly on the carpet or at their desks with a book. Once theroutine is established, the children coming in from playtime in ahighly aroused state are already starting to calm down as theyhang up their coats. The fresh air (tactile), the change of scene(visual), the activity (vestibular and proprioceptive) and noise(auditory) in the playground have all raised the childrenʼs arousallevels. The teacher has used routine, sitting down, and looking ata book - all calming and organising activities - to help themreduce their arousal level and reach an effective level of alertnessfor learning.

On another occasion, the teacher may use the volume, speed andtone of his or her voice and movements to first match and then to



180

Sensory Processing and Sensory Modulation (Continued)

Sensory Modulation isthe ability to maintainone’s level of alertnessat an optimal level for

any given situationthrough the use and

control of sensory input.As adults most of us

are fairly adept at thisand are barely conscious

of the many strategieswe use - adjusting our

sitting position, chewinggum, fiddling withjewellery or clothes

or waggling our feet.

lead over-aroused children into calmer, more focused behaviour.On the other hand, when children/young people have been sittinglistening or working for a while, and their posture is deterioratingand their concentration is beginning to fall off, the teacher may dosome group exercises to raise the arousal levels of the class. If theteacher fails to do this, it is likely that some of the children willbecome restless and noisy as they find their own ways to reach anappropriate level of alertness, distracting others at the same time!

Sensory Seeking and Sensory AvoidanceActivities

We all have needs and preferences for various sensorystimulation, and try to avoid others that we find unpleasant in anyquantity. As adults we usually manage our ʻsensory dietʼ - the totalamount and variety of sensory stimulation we receive over aperiod of time - to meet our needs without too much difficulty.However, some individuals who have unusually low or highthresholds that they are trying to counteract have an overridingdrive to seek out or avoid some types of sensory input. Theʻsensory dietʼ that they need in order to feel okay is very differentfrom that needed by the average child. This can pose difficulties.Their sensory seeking or avoiding behaviour may interfere withtheir ability to relate to others and to learn, it may be inappropriateto their environment or even unsafe.

For example, children/young people who need extra vestibularinput to increase their level of arousal or proprioceptive input tocalm them down may seek this through increased activity levelswhen the expectation is that they remain seated and attend to theirwork. Some may seek tactile stimulation by impulsively touchingthings they shouldnʼt, or touching their neighbours when seated onthe carpet or in a queue. Also, because some children/youngpeople find certain sensory stimuli unpleasant, they may seek toavoid them by refusing to take part in activities or using otheravoidance strategies.

Engine Speed

Sometimes, when individuals have a particular difficultly withmaintaining the right level of alertness, it is useful to use theanalogy of controlling our ʻengine speedʼ so that it is ʻjust rightʼ forthe activity. According to their sensory thresholds and theirresponse to them, some children/young people will tend to haveʻengine speedsʼ that run too fast, and others to have ʻenginespeedsʼ that run too slow. This analogy can provide a non-judgemental vocabulary to help the child/young person, their



181


When children/youngpeople behave impulsivelyand inappropriately it can

be useful to recognisethe sensory consequences

of their actions andconsider if this is

contributing to theirbehaviour. If more

appropriate ways canbe found to meet their

sensory needs thentheir behaviour,

attention and learningwill all benefit.

Sensory stimulation iscumulative, so the effect

of any particularstimulus is influencedby the state of arousal

that the child is alreadyin due to precedingcircumstances. Thismakes it harder to

predict what a futureresponse may be.

parents and those working with them to develop insight into howto help the individual to adjust their arousal levels to the task athand, and be more successful.

This terminology is used in the ʻAlert Programmeʼ. The ʻAlertProgrammeʼ is a very useful form of intervention forchildren/young people with sensory modulation difficulties. It hasbeen successfully used to help them with attention difficulties,either because they have a low arousal level and generallyinattentive or because their level of arousal is too high and theyare too easily distracted, with their attention jumping from onething to another and interfering with their ability to focus for anylength of time.

Individuals who have difficulties in this area can learn to becomemore aware of when their ʻengine speedʼ is inappropriate to thesituation, and with support they can begin to manage their ownsensory regulation by carrying out calming behaviours or arousingbehaviours as appropriate. This is usually a slowly evolvingprocess during Key Stage 3 or above and dependent on the child,with adult support, developing a useful degree of insight.

Assessment and Management

Where there are significant difficulties with sensory modulation theindividual would benefit from assessment from an occupationaltherapist or another professional with training in this field. Oftenchildren/young people have these difficulties in combination withother conditions, such as developmental co-ordination disorder, inwhich case referral to a paediatric occupational therapist wouldnormally be appropriate, or with attention deficit disorder, autisticspectrum disorder, or attachment disorder, in which case referralto the Child and Adolescent Mental Health Service would normallybe appropriate.

Where there are milder difficulties, it may be possible to fulfil theirneeds through assessment and provision within the schoolsetting. Page 29 - 55 offers suggestions for help within theclassroom.



182


Each individual has aunique pattern of

responses. What is apleasant stimulus for

one child can beunpleasant for anotherchild, and what arouses

one child may behardly noticed by

another.

When trying a newstrategy e.g. the

Move ‘n’ Sit cushionalways remember that

initially the noveltyvalue may give

misleading results. Thechild may need to be

more familiarised withit before conclusionscan be drawn about

how helpful it will be

Visual Function

We interpret the visual information reaching our brain through ourvisual system in order to make sense of our environment. A largeproportion of the brain is involved in processing visual processing,including the parietal lobe in both cerebral hemispheres.

In order to take in visual information from the environment we usemany visual skills, including:

● fixation on an object or two dimensional shape;● saccadic movements (the tiny movements our eyes

use to explore objects that they fixate on - essential forreading);

● pursuit of moving objects (sometimes called ʻtrackingʼ);● accommodation (the ability to focus on objects at

different distances);● binocular fusion, stereopsis and

convergence/divergence (all contributing to depthperception).

Visual Perception

We need to be alert to the stimuli in order to attend to it, and ourattention needs to be sustained long enough for us to take inenough information for our needs. The information then needs tobe interpreted and organised.

Another set of skills is required for this: the interpretation of visualinformation at a pre-cognitive level, the integration of visualinformation together with information from the other senses, plusthe cognitive ability to make use of this information in the light ofour previous knowledge of the world.

It is important to remember that, while we all have an individualprofile of strengths and weaknesses in these and other functionalvisual skills areas, in practise these skills are not used in isolationbut in combination with each other. In addition, other factors arealso strongly involved. For example, fatigue, anxiety anddistractibility can all have strongly negative effects on visualperception.



183

Visual Perception

Visual skills- visual discrimination- visual form constancy- visual figure ground

- visual spatialrelationships

- visual closure- visual memory

(short- and long-term)- visual sequential memory

Visual imagery is animportant ability that

assists problem-solving,planning, imagination,

memory andsequencing skills

Hand-eye co-ordinationis the ability to move

the hands quicklyand precisely into

position according tovisual and kinaestheticinformation received.



184

Perceptual Difficulties

1 Figure GroundDiscrimination

Everyone must be able to discriminate relevant matter from abackground. We must be able to discriminate both visually and auditorily.When undertaking task-like copying from board the pupil must beable to focus on a particular piece of text and not be distracted by restof the information.If worksheets are ʻtoo busyʼ pupils struggle to focus on one aspect.Difficulties keeping lines of writing separate/difficulty knowing whereto start and finish.When there is a lot of noise pupils are not able to discriminatebetween relevant and irrelevant information.

2 Visual Closure This is the ability to perceive an object even when it is seen in parts.This skill allows us to see letters individually within a word but alsosee the word as a whole.Pupils with difficulties will write fragmented letters e.g. ʻaʼ is written asʻo l.

3 Visual FormConstancy

This is the ability to perceive an object as possessing variableproperties, such as shape, position and size.2 and 3 dimensional forms of a shape are recognized as being fromsame category e.g. square shape and 1 cm cube belong to squarecategory.Size constancy is important for games such as football i.e. personfamiliar with size of standard football recognizes it as such even whenat opposite end of pitch looking smaller.When writing, pupils struggle with the size and shape of letters.Copying from the board is very challenging.

4 SpatialRelationship

This is the ability to perceive the position of 2 or more objects inrelation to self and in relation to each other.As well as ability to perceive distances between objects and self.When playing football the goalkeeper scans whole field and makes upa picture of where all the players are situated and how far apart andhow far from the goal.When writing, pupils with difficulty in this area will have difficulty withspacing of letters and words.

5 Position InSpace

This is the position of an object in relation to oneself.Important to understand body image (relationship of different bodyparts to others, regulates bodyʼs position against gravity, keeps oneupright).Difficulties in this area lead to mirror writing/orientation of letters e.g.b/d u/n, may start writing from right of page.

6 Hand/EyeCo-ordination

This is the earliest perceptual skill (baby) - ability to co-ordinate ahand movement to a visual goal.Eyes co-ordinate what hands are doing (N.B. not hands themselves).Difficulties with dressing, tying shoe laces, eating and handwriting.



185

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193

Glossary

Asymmetrical

Ataxia

When one side of the body differs from the other side.

Atrophy Wasting of muscles or nerve cells.

A specialist service for families with children/youngpeople who have a significant level of concernregarding their emotional health and well-being.

A strategy to promote positive relationshipsbetween children/young people. Buddies aretrained to listen to classmates and taught ways ofdealing with other pupilsʼ problems.

Child and Adolescent Mental HealthService (CAMHS)

A technique used for learning skills. The skill ortask is broken down into small component partsand learnt or practised by starting with the last partin the sequence and gradually working backwards,as each part is fully established.

Common Assessment Framework(CAF)

Congenital Existing at or before birth.

Dynamic Balance The ability to maintain balance as we are moving.

Movements are jerky, unsteady walking with awide base, imperfect balance and at times anintention tremor.

Backward Chaining

Buddy Scheme

The Common Assessment Framework (CAF) is akey part of delivering frontline services that areintegrated and focused around the needs of childrenand young people. The CAF is a standardisedapproach to conducting an assessment of achild/young person's additional needs and decidinghow those needs should be met.

Contracture Permanently tight muscles and joints.

Extension The process of straightening or stretching thebody or a limb.A term used to describe the general skills neededto ensure the two eyes work together whenviewing a target. These skills includeconvergence, focus and eye-tracking as well asthe perceptual skills to control these processes.

Eye teaming

Bending or pulling in a part of the body or a limb.Flexion

Hypertonia High muscle tone which may lead to muscletightness.Low muscle tone which may lead to musclesbeing floppy.

Hypotonia

ICT Information Communication and Technology

Bilateral Integration The ability to use two sides of the body together ina co-ordinated manner.



194

Glossary (Continued)

Kinaesthesia This combines proprioception and tactilestimulation to give the brain information about themovement of body parts.

Occupational Therapy

Closest to the body.

Physiotherapists help and treat people of all ageswith physical problems caused by illness, accidentor ageing. Physiotherapists identify and maximisemovement potential through health promotion,preventive healthcare, treatment andrehabilitation.

Proximal

The primary goal of occupational therapy is toenable people to participate in the activities ofeveryday life. Occupational therapists generally dothis by modifying the environment, or by adaptingthe activity to better support participation.

Splinter Skills

Static Balance The ability to maintain balance while standing.

Physiotherapy

An isolated skill that is mastered with effort andcan then not be generalised for other purposes.

Task Analysis A method of identifying the stages andcomponents required in order to complete a task.

Tone The normal tensions of the muscles at rest.

Motor Planning The ability of the brain to conceive of, organiseand carry out a sequence of unfamiliar or unskilledmotor actions.

Proprioception The ability to know where body parts are in spacewithout looking. Proprioceptors (sense organs) arefound in muscles, joints and tendons.

Sensory Integration A process that describes the ability to organisesensory information for use in or by the body.

Symmetrical When both sides of the body are the same.

Saccade Rapid movement of both eyes such as whenscanning a line of print.



195

Further ReadingR

ES

OU

RC

ES

UP

PLI

ER

INFO

RM

AT

ION

Chi

ldre

n w

ith D

evel

opm

enta

lC

o-or

dina

tion

Dis

orde

r at

Hom

ean

d in

the

Cla

ssro

om.

Incl

usio

n fo

r C

hild

ren

with

Dys

prax

ia/D

CD

- A

Han

dboo

k fo

rTe

ache

rs.

Kat

e R

iple

y (2

001)

.

Sup

port

ing

child

ren

with

mod

erat

ele

arni

ng d

iffic

ultie

s in

mai

nstr

eam

setti

ngs

and

scho

ols.

Occ

upat

iona

l The

rapy

App

roac

hes

for

Sec

onda

ry S

peci

al N

eeds

-P

ract

ical

Cla

ssro

om S

trat

egie

s.

Jill

Jenk

inso

n, T

essa

Hyd

e an

d S

affia

Ahm

ad (

2002

).

Mot

or S

kills

Uni

ted

ww

w.s

peci

aldi

rect

.com

ww

w.y

outh

trus

t.org

/incl

usio

n

Che

ryl M

issi

una,

Can

Chi

ld C

entr

e fo

rC

hild

hood

Dis

abili

ty R

esea

rch

ww

w.c

anch

ild.c

a

Hig

h Q

ualit

y P

E fo

r P

upils

with

Aut

ism

.

Thi

s 12

pag

e bo

okle

t can

be

dow

nloa

ded

for

free

from

ww

w.fh

s.m

cmas

ter.c

a/ca

nchi

ld

At-

a-gl

ance

gui

danc

e an

d pr

actic

al s

trat

egie

s fo

rS

EN

CO

s, te

ache

rs a

nd T

A, e

asy

to ʻd

ip in

toʼ w

ithad

vice

acr

oss

all a

reas

.

A M

otor

Ski

lls P

rogr

amm

e cr

eate

d by

Sto

ckpo

rtC

ount

y C

ounc

il Le

arni

ng S

uppo

rt S

ervi

ce.

Eas

y to

use

idea

s fo

r bu

sy te

ache

rs.

NY

CC

( 2

007)

Esp

ecia

lly p

27 r

e un

der-

deve

lope

d co

-ord

inat

ion

skill

s.

Sup

port

ing

Chi

ldre

n w

ithC

o-or

dina

tion

Diff

icul

ties,

Hul

lLe

arni

ng S

ervi

ces.

Dav

id F

ulto

n P

ublis

hers

(20

05)

ww

w.fu

ltonp

ublis

hers

.co.

uk

It is

hig

hly

reco

mm

ende

d th

at th

is b

ook

ispu

rcha

sed

by s

econ

dary

sch

ool s

peci

al n

eeds

depa

rtm

ents

as

a re

sour

ce. T

he b

ook

cont

inue

sw

ith a

sec

tion

that

giv

es s

peci

fic e

xam

ples

of

how

a y

oung

per

son

may

pre

sent

with

in th

ecl

assr

oom

and

pro

vide

s ad

vice

on

how

tom

anag

e si

tuat

ions

with

diff

eren

t str

ateg

ies.

Sta

fford

shire

Cou

nty

Cou

ncil

The

Jun

gle

Jour

ney

DE

MS

pro

gram

me

(Dev

elop

men

t of E

arly

Mot

orS

kills

)D

o an

d D

isco

ver

Brid

gend

Cou

nty

Bor

ough

Cou

ncil

Gro

ss a

nd F

ine

Mot

or S

kills

Act

iviti

es.

Fun

act

iviti

es to

dev

elop

phy

sica

l ski

lls in

the

early

yea

rs.



196

Further Reading (Continued)R

ES

OU

RC

ES

UP

PLI

ER

INFO

RM

AT

ION

Ear

ly Y

ears

Mov

emen

t Ski

lls –

Des

crip

tion,

Dia

gnos

is a

ndIn

terv

entio

n.

Und

erst

andi

ng M

otor

Ski

lls in

Chi

ldre

n W

ith D

yspr

axia

, AD

HD

,A

utis

m A

nd O

ther

Lea

rnin

gD

isab

ilitie

s.

L. K

urtz

.

Dev

elop

ing

Sch

ool P

rovi

sion

for

Chi

ldre

n w

ith D

yspr

axia

- A

Pra

ctic

al G

uide

.

Occ

upat

iona

l The

rapy

App

roac

hes

for

Sec

onda

ry S

peci

al N

eeds

-P

ract

ical

Cla

ssro

om S

trat

egie

s.

Jill

Jenk

inso

n, T

essa

Hyd

e an

d S

affia

Ahm

ad (

2002

).

100

idea

s fo

r su

ppor

ting

pupi

lsw

ith D

yspr

axia

and

DC

D.

Am

anda

Kirb

y an

d Ly

nne

Pet

ers.

Dr A

man

da K

irby.

Mar

y C

ham

bers

and

Dav

id S

ugde

n.

Dys

prax

ia D

evel

opm

enta

lC

o-or

dina

tion

Dis

orde

r.

For

sup

port

of c

hild

ren

(with

mot

or d

iffic

ultie

s) u

pto

age

of 7

- in

clud

es E

arly

Yea

rs M

ovem

ent

Ski

lls c

heck

list.

At-

a-gl

ance

gui

danc

e an

d pr

actic

al s

trat

egie

s fo

rS

EN

CO

s, te

ache

rs a

nd T

A, e

asy

to ʻd

ip in

toʼ w

ithad

vice

acr

oss

all a

reas

.

Idea

s fo

r al

l age

s.

A p

aren

t/car

erʼs

gui

de.

Edi

ted

by N

icho

la J

ones

Com

preh

ensi

ve in

form

atio

n on

pro

visi

on fo

rpu

pils

.

Sta

rt W

rite,

Sta

y W

rite

A. H

arris

and

J. T

aylo

r.

Mau

reen

Boo

n.H

elpi

ng C

hild

ren

with

Dys

prax

ia.

Mak

ing

Incl

usio

n W

ork

For

Chi

ldre

n w

ith D

yspr

axia

.G

ill D

ixon

and

Loi

s A

ddy.

A p

aren

t/car

erʼs

gui

de.

Pro

vide

s pr

actic

al s

trat

egie

s fo

r sc

hool

s an

dpr

omot

es ʻj

oint

ʼ wor

king

bet

wee

n pr

ofes

sion

als

and

pare

nt/c

arer

s.

The

ado

lesc

ent w

ithde

velo

pmen

tal c

o-or

dina

tion

diso

rder

(D

CD

).

Am

anda

Kirb

y.P

ract

ical

gui

de to

sup

port

ado

lesc

ents

with

DC

Ddi

fficu

lties

.

Bui

ldin

g B

lock

s fo

r Le

arni

ngO

ccup

atio

nal T

hera

pyA

ppro

ache

s.

Jill

Jenk

inso

n, T

essa

Hyd

e an

d S

affia

Ahm

ad.

Pra

ctic

al r

esou

rce

for

the

Prim

ary

Sch

ool.

A g

uide

to im

prov

ing

co-o

rdin

atio

n.



197

References

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WILSON STUART OUTREACH www.wilsonstuart.co.uk

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