The whole school approach

BUT helliphellip TIE

Individual

Environment

TASK

SPLD school approach

Training KnowledgeExternal

Communication Identification SupportMonitoring

systems

Evidence of training must be provided for all staff (including Governors Head teachers AENCOinclusion manager class teachers Teaching assistants and support staff)

bull Staff should know exactly how to support studentadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDsand policy documents

bull Every school should have a member of staff who has training and lsquoexpertisersquo in each and across SpLDsrsquo

2Knowledge

2Updating and sharing knowledge

ndashSign posting bull for staff students and parents and

how the school raises awareness of positive approaches and outcomes of students with SEN

ndashCascadingbull how knowledge is cascaded across the

school

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

BUT helliphellip TIE

Individual

Environment

TASK

SPLD school approach

Training KnowledgeExternal

Communication Identification SupportMonitoring

systems

Evidence of training must be provided for all staff (including Governors Head teachers AENCOinclusion manager class teachers Teaching assistants and support staff)

bull Staff should know exactly how to support studentadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDsand policy documents

bull Every school should have a member of staff who has training and lsquoexpertisersquo in each and across SpLDsrsquo

2Knowledge

2Updating and sharing knowledge

ndashSign posting bull for staff students and parents and

how the school raises awareness of positive approaches and outcomes of students with SEN

ndashCascadingbull how knowledge is cascaded across the

school

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

SPLD school approach

Training KnowledgeExternal

Communication Identification SupportMonitoring

systems

Evidence of training must be provided for all staff (including Governors Head teachers AENCOinclusion manager class teachers Teaching assistants and support staff)

bull Staff should know exactly how to support studentadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDsand policy documents

bull Every school should have a member of staff who has training and lsquoexpertisersquo in each and across SpLDsrsquo

2Knowledge

2Updating and sharing knowledge

ndashSign posting bull for staff students and parents and

how the school raises awareness of positive approaches and outcomes of students with SEN

ndashCascadingbull how knowledge is cascaded across the

school

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Evidence of training must be provided for all staff (including Governors Head teachers AENCOinclusion manager class teachers Teaching assistants and support staff)

bull Staff should know exactly how to support studentadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDsand policy documents

bull Every school should have a member of staff who has training and lsquoexpertisersquo in each and across SpLDsrsquo

2Knowledge

2Updating and sharing knowledge

ndashSign posting bull for staff students and parents and

how the school raises awareness of positive approaches and outcomes of students with SEN

ndashCascadingbull how knowledge is cascaded across the

school

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

bull Staff should know exactly how to support studentadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDsand policy documents

bull Every school should have a member of staff who has training and lsquoexpertisersquo in each and across SpLDsrsquo

2Knowledge

2Updating and sharing knowledge

ndashSign posting bull for staff students and parents and

how the school raises awareness of positive approaches and outcomes of students with SEN

ndashCascadingbull how knowledge is cascaded across the

school

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

2Updating and sharing knowledge

ndashSign posting bull for staff students and parents and

how the school raises awareness of positive approaches and outcomes of students with SEN

ndashCascadingbull how knowledge is cascaded across the

school

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

3External communications

bull With parents

bull With other agencies

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

4Identifying pupils

bull Screening and assessment tools

ndash Measurements

ndash When action happens

bull Referral process

ndash the referral pathway when they refer and who to

ndash eg referral for DCD Dyscalculia

ndash Waves and pathways with HA eg SwanseaBridgendNewportWakefield

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

5Knowledge of SpLDs and how to support

bull Staff should know exactly how to support childrenadolescents with difficulties and where they can get help or information if they donrsquot

bull Staff should have access to generic support strategies pen portraits of students with SpLDs and to policy documents

bull Every school should have a member of staff who is an expert in each SpLD

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

5Supporting pupils

bull Type of support neededndash on a whole school level

ndash a class level

ndash for each SPLD area

bull Evidence of how the support is provided by the school

bull Supporting pupils with transition

bull The role of TALSA

bull Teaching pupils how to cope with their difficulties

bull Involving pupils in their own developmentroutes to independence

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

6Monitoring and outcomes

bull What and how undertaken

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

What do some of the terms mean

2Knowledge

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

bull Defining the meanings

bull Suggestions for strategies for support

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Dyslexia

Dyslexia is a difficulty with the acquisition of reading writing and spelling

Thismay be caused by a combination ofbullphonologicalbullvisual processing bullauditory processing deficits

Word retrieval and speed of processing difficulties may also be present

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Prevalence

bull Around 5 of the population

bull Greater numbers of males than females

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

This may be recognised by

bull Rereading information several times

bull Making spelling errors even with ldquo simplerdquo words such as cat for cot

bull Mishearing words - shipchip

bull Not remembering instructions

bull Taking longer than others to take in information and remember it Or lsquolosingrsquoit

bull Slower copying from the board

bull Makes more errorscrossings out

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Sequencing difficulties

bull When reading may

ndash Put letters in the wrong order reading felt as left act as cat reserve as reverse expect as except

ndash Put syllables in the wrong order reading animal as aminal hospitalashopsital enemy as emeny

ndash Put words in the wrong order reading are there for there are

ndash Omit letters ie reading or writing catforcart wet for went sing for string

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Directional confusion

Directional confusion is the reason for reversing of letters whole words or numbers or for so-called mirror writing

The individual may

ndash reverse letters like b and d or p and q either when reading or writing

ndash read or write words backwards like no for on rat for tar won for now saw for was

ndash may read or write numbers backwards 17 for 71

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Letter sounds

Alliteration

Syllabification

Listening

Focus

Rhyming

Visualisation

Questioning

Comprehension

Metacognition

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Dyslexia resources

bull Welsh Lit reviewbull Rose report-

httppublicationseducationgovukdefaultaspxPageFunction=productdetailsampPageMode=publicationsampProductId=DCSF-00659-2009amp

bull Benchmarking in Walesbull wwwbdaorgukbull wwwembeddyslexiaeu- information and tools for

supporting individuals with Dyslexiabull wwwishedseu- study skills resources and information

on Dyslexia

Strategies

2Knowledge

Alphabet arc

CAT

Nolittle cost resources

a w s t

f e n p

r a t l

d o x z

flower stamen petal plant

green shrub tree stalk

branch nectar wood roots

rhizome potato cabbage rose

sh ch ae ee

ue oo ar ow

air a b d

e i f w

Help with sequencingmemory

Games to play

Listening activitiesbull Listen to everyday noises with eyes closed eg door bell

or telephone and try to describe bull Guess the sound of the object in the container eg

sand dried peas etc - shake and discuss the sound bull Odd one out - see if he can tell you which word didnt

rhyme eg cap tap flap sock lap bull I went to market etc

Looking activitiesbull Snap bull Pairs bull Sorting -colours shapes sizes pictures bull Tray game - place objects on a tray cover them and ask

the child to remember as many as possible bull Encourage a balanced grip with crayons and pencils bull Dot-to-dot books are helpful to practise pencil grip

Adaptations and Support

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Alphabet arc

CAT

Nolittle cost resources

a w s t

f e n p

r a t l

d o x z

flower stamen petal plant

green shrub tree stalk

branch nectar wood roots

rhizome potato cabbage rose

sh ch ae ee

ue oo ar ow

air a b d

e i f w

Help with sequencingmemory

Games to play

Listening activitiesbull Listen to everyday noises with eyes closed eg door bell

or telephone and try to describe bull Guess the sound of the object in the container eg

sand dried peas etc - shake and discuss the sound bull Odd one out - see if he can tell you which word didnt

rhyme eg cap tap flap sock lap bull I went to market etc

Looking activitiesbull Snap bull Pairs bull Sorting -colours shapes sizes pictures bull Tray game - place objects on a tray cover them and ask

the child to remember as many as possible bull Encourage a balanced grip with crayons and pencils bull Dot-to-dot books are helpful to practise pencil grip

Adaptations and Support

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Nolittle cost resources

a w s t

f e n p

r a t l

d o x z

flower stamen petal plant

green shrub tree stalk

branch nectar wood roots

rhizome potato cabbage rose

sh ch ae ee

ue oo ar ow

air a b d

e i f w

Help with sequencingmemory

Games to play

Listening activitiesbull Listen to everyday noises with eyes closed eg door bell

or telephone and try to describe bull Guess the sound of the object in the container eg

sand dried peas etc - shake and discuss the sound bull Odd one out - see if he can tell you which word didnt

rhyme eg cap tap flap sock lap bull I went to market etc

Looking activitiesbull Snap bull Pairs bull Sorting -colours shapes sizes pictures bull Tray game - place objects on a tray cover them and ask

the child to remember as many as possible bull Encourage a balanced grip with crayons and pencils bull Dot-to-dot books are helpful to practise pencil grip

Adaptations and Support

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Help with sequencingmemory

Games to play

Listening activitiesbull Listen to everyday noises with eyes closed eg door bell

or telephone and try to describe bull Guess the sound of the object in the container eg

sand dried peas etc - shake and discuss the sound bull Odd one out - see if he can tell you which word didnt

rhyme eg cap tap flap sock lap bull I went to market etc

Looking activitiesbull Snap bull Pairs bull Sorting -colours shapes sizes pictures bull Tray game - place objects on a tray cover them and ask

the child to remember as many as possible bull Encourage a balanced grip with crayons and pencils bull Dot-to-dot books are helpful to practise pencil grip

Adaptations and Support

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Games to play

Listening activitiesbull Listen to everyday noises with eyes closed eg door bell

or telephone and try to describe bull Guess the sound of the object in the container eg

sand dried peas etc - shake and discuss the sound bull Odd one out - see if he can tell you which word didnt

rhyme eg cap tap flap sock lap bull I went to market etc

Looking activitiesbull Snap bull Pairs bull Sorting -colours shapes sizes pictures bull Tray game - place objects on a tray cover them and ask

the child to remember as many as possible bull Encourage a balanced grip with crayons and pencils bull Dot-to-dot books are helpful to practise pencil grip

Adaptations and Support

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Adaptations and Support

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Wordbar

bull A word bank at the bottom of the screen

bull Click on a word to send it to any word processor

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Wordbar

bull Organised into tabs ndashcan be topical alphabetical

bull Voices- can add own

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Wordbar

bull Easy to add a tab

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Wordbar

bull Easy to create new Wordbars

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Wordbar

bull Easy to change the colours and fonts

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Wordbar

bull Easy to change the colours and fonts

bull lsquoExplorerrsquo organises your Wordbars

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

CLICKER-5

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

httpwwwreadwritethinkorgfilesresourcesinteractivesessaymap

Co Writer

copy The Dyscovery Centre 2007

wwwghotitcom

Using real or web Post- it notes

Bomb blasting

httpdownloadcnetcomPost-it-Digital-Notes3000-2351_4-10060027html

copy The Dyscovery Centre 2007

wwwghotitcom

Using real or web Post- it notes

Bomb blasting

httpdownloadcnetcomPost-it-Digital-Notes3000-2351_4-10060027html

Using real or web Post- it notes

Bomb blasting

httpdownloadcnetcomPost-it-Digital-Notes3000-2351_4-10060027html

Mind mapping -wwwikoncom

KIDSPIRATION

wwwwebspirationcom

KIDSPIRATION

wwwwebspirationcom

wwwwebspirationcom

Classroom computer strategies

Changing colour

background

Speech-to-text

Dragondictate 11

Text-to-speech eg

readpleasecom

Readability statistics

httpwwwexpressivocomsayWkLFzDXR

Screenruler

ADHD

ADHD

bull The three core symptoms of ADHD are generally considered to be these

ndash Hyperactivity

ndash Impulsivity

ndash Attention and concentration problems

bull Prevalence 1-2 of population

bull Gender 31 MF

Signs of attention and concentration difficulties

bull Difficulties with concentrationbull Fidgety - difficulty sitting stillbull Difficulty completing a task - starts but does not

finishbull Impulsive - answering out of turn queuingbull Poor organisational skillsbull Forward planningbull lsquoTime blindrsquobull Dreamybull Not listening to instructionsbull Starts a project-little follow through

Screening tools

bull SNAP1V screening tool (Myadhdcom)

bull Strengths and Difficulties Questionnaire

( wwwyouthinfo- multiple languages)

4Identifying pupils

ADHD

ADHD

bull The three core symptoms of ADHD are generally considered to be these

ndash Hyperactivity

ndash Impulsivity

ndash Attention and concentration problems

bull Prevalence 1-2 of population

bull Gender 31 MF

Signs of attention and concentration difficulties

bull Difficulties with concentrationbull Fidgety - difficulty sitting stillbull Difficulty completing a task - starts but does not

finishbull Impulsive - answering out of turn queuingbull Poor organisational skillsbull Forward planningbull lsquoTime blindrsquobull Dreamybull Not listening to instructionsbull Starts a project-little follow through

Screening tools

bull SNAP1V screening tool (Myadhdcom)

bull Strengths and Difficulties Questionnaire

( wwwyouthinfo- multiple languages)

4Identifying pupils

ADHD

bull The three core symptoms of ADHD are generally considered to be these

ndash Hyperactivity

ndash Impulsivity

ndash Attention and concentration problems

bull Prevalence 1-2 of population

bull Gender 31 MF

Signs of attention and concentration difficulties

bull Difficulties with concentrationbull Fidgety - difficulty sitting stillbull Difficulty completing a task - starts but does not

finishbull Impulsive - answering out of turn queuingbull Poor organisational skillsbull Forward planningbull lsquoTime blindrsquobull Dreamybull Not listening to instructionsbull Starts a project-little follow through

Screening tools

bull SNAP1V screening tool (Myadhdcom)

bull Strengths and Difficulties Questionnaire

( wwwyouthinfo- multiple languages)

4Identifying pupils

Signs of attention and concentration difficulties

bull Difficulties with concentrationbull Fidgety - difficulty sitting stillbull Difficulty completing a task - starts but does not

finishbull Impulsive - answering out of turn queuingbull Poor organisational skillsbull Forward planningbull lsquoTime blindrsquobull Dreamybull Not listening to instructionsbull Starts a project-little follow through

Screening tools

bull SNAP1V screening tool (Myadhdcom)

bull Strengths and Difficulties Questionnaire

( wwwyouthinfo- multiple languages)

4Identifying pupils

Screening tools

bull SNAP1V screening tool (Myadhdcom)

bull Strengths and Difficulties Questionnaire

( wwwyouthinfo- multiple languages)

4Identifying pupils

ADHD resources

bull wwwlivingwithadhdcouk

bull wwwadhdtrainingcouk

bull wwwmove627org

Strategies

2Knowledge

Working environment

Working environment

Inattentionfiddling

Timers

Colour coded timetables

ASDSpeech language and

communication difficulties

bull These are a range of difficulties that may affect the studentrsquos ability to speak understand and communicate effectively ndash The student may appear unwilling to answer questions in classndash require information to be repeated several times to understandndash have difficulties making and keeping friends

bull Speech language and communication difficulties may include students with a diagnosis of ndash Autism Spectrum Disorderndash Aspergers Syndromendash Pragmatic Language impairmentndash Verbal Dyspraxiandash receptive language disordersndash expressive language disorders

Students may face difficulties

bull Pronouncing words clearly or correctlybull Speaking fluently without hesitating too much or stuttering bull Using words and grammar appropriatelybull Putting words together to let others know what they think

or want bull Understanding what others say bull Understanding the inference or meaning to words- such as

the social contextbull Turn taking

Communication

bull Communication is the way we receiveand understand spoken and written information as well as our ability to express information by words signs or writing

bull Some young people have difficulties with ndash the production of speech

ndash difficulties understanding and interpreting what others are saying and being able to ldquodecoderdquo it

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Colour coded timetables

ASDSpeech language and

communication difficulties

bull These are a range of difficulties that may affect the studentrsquos ability to speak understand and communicate effectively ndash The student may appear unwilling to answer questions in classndash require information to be repeated several times to understandndash have difficulties making and keeping friends

bull Speech language and communication difficulties may include students with a diagnosis of ndash Autism Spectrum Disorderndash Aspergers Syndromendash Pragmatic Language impairmentndash Verbal Dyspraxiandash receptive language disordersndash expressive language disorders

Students may face difficulties

bull Pronouncing words clearly or correctlybull Speaking fluently without hesitating too much or stuttering bull Using words and grammar appropriatelybull Putting words together to let others know what they think

or want bull Understanding what others say bull Understanding the inference or meaning to words- such as

the social contextbull Turn taking

Communication

bull Communication is the way we receiveand understand spoken and written information as well as our ability to express information by words signs or writing

bull Some young people have difficulties with ndash the production of speech

ndash difficulties understanding and interpreting what others are saying and being able to ldquodecoderdquo it

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

ASDSpeech language and

communication difficulties

bull These are a range of difficulties that may affect the studentrsquos ability to speak understand and communicate effectively ndash The student may appear unwilling to answer questions in classndash require information to be repeated several times to understandndash have difficulties making and keeping friends

bull Speech language and communication difficulties may include students with a diagnosis of ndash Autism Spectrum Disorderndash Aspergers Syndromendash Pragmatic Language impairmentndash Verbal Dyspraxiandash receptive language disordersndash expressive language disorders

Students may face difficulties

bull Pronouncing words clearly or correctlybull Speaking fluently without hesitating too much or stuttering bull Using words and grammar appropriatelybull Putting words together to let others know what they think

or want bull Understanding what others say bull Understanding the inference or meaning to words- such as

the social contextbull Turn taking

Communication

bull Communication is the way we receiveand understand spoken and written information as well as our ability to express information by words signs or writing

bull Some young people have difficulties with ndash the production of speech

ndash difficulties understanding and interpreting what others are saying and being able to ldquodecoderdquo it

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

bull These are a range of difficulties that may affect the studentrsquos ability to speak understand and communicate effectively ndash The student may appear unwilling to answer questions in classndash require information to be repeated several times to understandndash have difficulties making and keeping friends

bull Speech language and communication difficulties may include students with a diagnosis of ndash Autism Spectrum Disorderndash Aspergers Syndromendash Pragmatic Language impairmentndash Verbal Dyspraxiandash receptive language disordersndash expressive language disorders

Students may face difficulties

bull Pronouncing words clearly or correctlybull Speaking fluently without hesitating too much or stuttering bull Using words and grammar appropriatelybull Putting words together to let others know what they think

or want bull Understanding what others say bull Understanding the inference or meaning to words- such as

the social contextbull Turn taking

Communication

bull Communication is the way we receiveand understand spoken and written information as well as our ability to express information by words signs or writing

bull Some young people have difficulties with ndash the production of speech

ndash difficulties understanding and interpreting what others are saying and being able to ldquodecoderdquo it

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Students may face difficulties

bull Pronouncing words clearly or correctlybull Speaking fluently without hesitating too much or stuttering bull Using words and grammar appropriatelybull Putting words together to let others know what they think

or want bull Understanding what others say bull Understanding the inference or meaning to words- such as

the social contextbull Turn taking

Communication

bull Communication is the way we receiveand understand spoken and written information as well as our ability to express information by words signs or writing

bull Some young people have difficulties with ndash the production of speech

ndash difficulties understanding and interpreting what others are saying and being able to ldquodecoderdquo it

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Communication

bull Communication is the way we receiveand understand spoken and written information as well as our ability to express information by words signs or writing

bull Some young people have difficulties with ndash the production of speech

ndash difficulties understanding and interpreting what others are saying and being able to ldquodecoderdquo it

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Language

Language has to do with meanings rather than sounds

Can the young person understand what is being said and then respond in an appropriate manner

This is taking meaning from the world around them and making sense of it and responding with others

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Verbal and non-verbal

bull Verbal(what you say)

bull Non - verbal(use of gestures pointing to something you want smiling at someone the shrug of your shoulders when unsure the use of hands to stop someone)

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Non verbal language

Gestures and Posturesbull What does a hand movement

mean or the way we sit with our arms crossed when talking to someone

bull Hand and arm movements that communicate meaning are called gestures

bull Positions of the entire body that convey meaning are called postures

bull Both can convey messages that conflict with spoken words confusing communication efforts

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Receptive language

bull Understand what is being said to you

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Expressive language

bull Thinking and constructing sentences

bull Answering questions

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

bull Being able to say words clearly without errors

bull Verbal Dyspraxia

bull Stammering

Articulation

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Social use of language

bull Social use of language

bull Judging when to start When to stop

bull Tone of voice

bull Intonation

bull Volume

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Autism Spectrum Disorders

bull Aspergers syndrome - mf = 91

bull ASD - mf = 51

bull Autism - mf = 21

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

ASD features

1 Impairment in reciprocal social interaction

2 Impairment in language and communication1 Expressive and receptive

2 Non-verbal

3 Repetitive and stereotypical behaviours1 Gross motor

2 Abnormal sensory experiences

3 Abnormal obsessional interests

4 Instance of routine and sameness

4 Lack of imaginary and symbolic skills

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Signs of social and communication difficulties

bull Few friends

bull Get angry

bull Lack ldquotheory of mindrdquo- not able to see YOUR point

bull Narrow range of hobbies

bull Have speech like a ldquoprofessorrdquo

bull May have twitchesgrimaces

bull Avoid eye contact

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Useful resourcessites

bull wwwNASorguk

bull wwwAfasicorguk- lsquoWatch your languagersquo

bull I-CAN-wwwicanorguk

bull Mindfull ( Jessica Kingsley publishers)

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Strategies

2Knowledge

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Emotional support between pupils eg SEAL materials

httpnationalstrategiesstandardsdcsfgovukprimarypublicationsbandaseal

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Visual timetables

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

In and around school

bull Circle time

bull Circle of friends

bull Friendship bench

bull Place of lsquosafetyrsquo- low sensory area

bull Reporting changes

bull Planning for times of transition

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

DCDDyspraxia

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

DCD

bull Around 6 bull Developmental Co-ordination Disorder (DCD) also

known as Dyspraxia in the UK is a common disorder affecting motor co-ordination in children and for many continues into adulthood

bull This condition is formally recognised by international organisations including the World Health Organisation DCD is distinct from other motor disorders such as cerebral palsy and stroke

bull The range of intellectual ability is in line with the general population

bull Individuals may vary in how their difficulties present

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

The co-ordination difficulties may affect participation and functioning of everyday life skills in education work and employment Children may present with difficulties with writing typing riding a bike self care tasks and recreational activities In adulthood many of these difficulties will continue as well as learning new skills at home and work such as driving a car and DIY In addition individuals often have difficulties with organisation and planning skills

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

The Dyscovery Centre copyright 2011

Signs of motor difficulties

bull Writing ndash copying from the board and at speed

bull Difficulty with tool usagebull Dressing self care skillsbull Shorter written piecesbull Ball and team games- may be better

running or in stationary gamesbull Learning to ride a bikebull Slower learning new skills at speedbull Disorganised workbull Lose possessions bull Poor time management

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Useful resources

bull wwwDyspraxiafoundationorgukbull DCD-UKorgbull DANDAorgukbull NHA- National Handwriting Association wwwnha-

handwritingorgukbull httpwwwhandwritingforkidscomhandwriteindexhtmbull Handwriting made easyHandwriting without tearsCardiff

handwriting packbull Newport LA DCD packsbull Handwriting pack(Dyscovery Centre)bull 100 ideas for school ndash Kirby and Peters (Continuum)bull Smart Moves

Motor difficulties screening tools- free

bull Early years movement checklist

bull DCDQ

bull Adult DCD checklist

bull wwwdyscoveryorg

4Identifying pupils

Strategies

2Knowledge

Writing difficulties

bull DASH- Detailed Assessment of Speed of Handwriting-6-16 years( extension to 25 years)

bull HPSQ- Handwriting proficiency screening questionnaire

Quick tips for writing

bull Pre-writing experiencesbull Letter formation -Always use the correct form to make the letters-

correct this if notbull Letter positioning- make the child aware of spaces between wordsbull Joining

ndash Pattern making creates a rhythmndash Practice groups of letters

bull Practice fluencyautomaticity

Check also forbull Posturebull Painbull Spelling

Raised lined paper

Gripscolour and type

Shorter pencils

Writing difficulties

bull DASH- Detailed Assessment of Speed of Handwriting-6-16 years( extension to 25 years)

bull HPSQ- Handwriting proficiency screening questionnaire

Quick tips for writing

bull Pre-writing experiencesbull Letter formation -Always use the correct form to make the letters-

correct this if notbull Letter positioning- make the child aware of spaces between wordsbull Joining

ndash Pattern making creates a rhythmndash Practice groups of letters

bull Practice fluencyautomaticity

Check also forbull Posturebull Painbull Spelling

Raised lined paper

Gripscolour and type

Shorter pencils

Quick tips for writing

bull Pre-writing experiencesbull Letter formation -Always use the correct form to make the letters-

correct this if notbull Letter positioning- make the child aware of spaces between wordsbull Joining

ndash Pattern making creates a rhythmndash Practice groups of letters

bull Practice fluencyautomaticity

Check also forbull Posturebull Painbull Spelling

Raised lined paper

Gripscolour and type

Shorter pencils

Raised lined paper

Gripscolour and type

Shorter pencils

Gripscolour and type

Shorter pencils

A choice of pens and pencils

Pencil case Book holder

Seating position

Pencil case Book holder

Seating position

Seating position

Angle boards

wwwdo2learncom

Writing patterns

Keyboard set up

L handed keyboard

Small notenetbookspadsegAsusEeePC Samsung

Dana Neo

Small notenetbookspadsegAsusEeePC Samsung

Dana Neo

TYPING PROGRAMMES

Visual tracking

httpwwwsense-langorgtypingtutorindexphplang=EN

Visual tracking

httpwwwsense-langorgtypingtutorindexphplang=EN

httpwwwsense-langorgtypingtutorindexphplang=EN

Nessy fingers

Typing instructor deluxe

PE and sports adaptations

Getting changed for PE

copy The Dyscovery Centre 2007

Adapting the tasks

Smaller groups

Break down the skill

Alternative sports-non team based

Change the pace

Dyscalculia

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Typing instructor deluxe

PE and sports adaptations

Getting changed for PE

copy The Dyscovery Centre 2007

Adapting the tasks

Smaller groups

Break down the skill

Alternative sports-non team based

Change the pace

Dyscalculia

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

PE and sports adaptations

Getting changed for PE

copy The Dyscovery Centre 2007

Adapting the tasks

Smaller groups

Break down the skill

Alternative sports-non team based

Change the pace

Dyscalculia

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Getting changed for PE

copy The Dyscovery Centre 2007

Adapting the tasks

Smaller groups

Break down the skill

Alternative sports-non team based

Change the pace

Dyscalculia

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Adapting the tasks

Smaller groups

Break down the skill

Alternative sports-non team based

Change the pace

Dyscalculia

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Dyscalculia

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Dyscalculia

bull Specific difficulties in numeracy skills

bull 6 but overlap with Dyslexia and DCD

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Signs of number difficulties

bull Same strategies as younger children but are error prone

bull Slow at calculating and counting

bull Difficulty retrieving number facts

bull Do not know their tables

bull Poor at monitoring their counting

bull Problems switching between different strategies when completing mathematical problems

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Why

bull Some have difficulties with mathematical concepts

bull Working memory difficulties

bull Spatial representation

bull Language

bull Motor associated

bull Executive functioning- planning and checking

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Results in

bull Poor management of money

bull Errors doing simple calculations

bull Difficulty understanding a series of commands- 2 to the left1 to the right

bull Difficulty keeping score in a game

bull Harder to play strategic games like chess

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Useful resourcessites

bull Maths and Dyscalculia handbook ( The Dyscovery Centre)

bull httpwwwteachingideascoukmathscontents02problemshtm

bull ICT in MathsAlison Clark-Jeavons ISBN 1 85539 191 0Exciting

bull Precision mathswwwjohnandgwyncoukhomehtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Strategies

2Knowledge

httpwwwmathspherecoukresourcesMathSphereFreeGraphPaperhtm

Larger graph paper

If difficult in visualising or hearing it

bull Need to feel and see it

If difficult in visualising or hearing it

bull Need to feel and see it

Jonny went down the street and had

pound320 He had to buy six apples at

20p each and 4 pears at 10p What

change did he have

Numiconcouk

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

httpwwwmathspherecoukresourcesMathSphereFreeGraphPaperhtm

Larger graph paper

If difficult in visualising or hearing it

bull Need to feel and see it

If difficult in visualising or hearing it

bull Need to feel and see it

Jonny went down the street and had

pound320 He had to buy six apples at

20p each and 4 pears at 10p What

change did he have

Numiconcouk

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

If difficult in visualising or hearing it

bull Need to feel and see it

If difficult in visualising or hearing it

bull Need to feel and see it

Jonny went down the street and had

pound320 He had to buy six apples at

20p each and 4 pears at 10p What

change did he have

Numiconcouk

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

If difficult in visualising or hearing it

bull Need to feel and see it

Jonny went down the street and had

pound320 He had to buy six apples at

20p each and 4 pears at 10p What

change did he have

Numiconcouk

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

Jonny went down the street and had

pound320 He had to buy six apples at

20p each and 4 pears at 10p What

change did he have

Numiconcouk

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

Numiconcouk

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

Motor skills

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

Maths and movement

bull Fishing game- for numbers

bull Adding and subtracting- crawling to the end of the room

Specific tool usage

Rulers

Scissors

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Rulers

Scissors

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

Scissors

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

bull httpwwwwoodlands-juniorkentschukmathsindexhtml

EAL

Strategies

2Knowledge

EAL httpwwwemasukcom

Talking translator

Study guides in different languages

httpwwwstudygsnet

Strategies

2Knowledge

EAL httpwwwemasukcom

Talking translator

Study guides in different languages

httpwwwstudygsnet

EAL httpwwwemasukcom

Talking translator

Study guides in different languages

httpwwwstudygsnet

Study guides in different languages

httpwwwstudygsnet

Dyslexia

ADHD

DCDDyspraxia

ASD

Behaviour

SLI

EF

Executive functioning

EF and Specific Learning Difficulties

bull ADHD ndash all ADHD children have EF impairment to varying degrees (Barkley 2001)

bull ASD ndash Pennington and Ozonoff (1996) found children performed 1 SD below control group on EF tasks

bull DCD ndash children impaired on tests of working memory (Alloway amp Temple 2007)

bull Dyslexia ndash studies have found WM deficits that compound their phonological problems (Wolf 2010)

bull Dyscalculia ndash Askenazi amp Henik (2010) found evidence of specific EFDs in university students with lsquopurersquo dyscalculia

Components

ndashActivation- organising prioritising tasks time estimation initiation procrastinate

ndashFocus-sustaining and shifting Reading over and over

ndashEffort-regulating alertnesscompleting tasks sleep pattern (canrsquot shut off)

Components

ndash Emotion-managing frustrations and modulating emotionskeeping things in perspective

ndash Memory- using working memory and accessing recall what has just been said remembering a sequence

ndash Action- monitoring and regulating self actionimpulsive not considering the context canrsquot adjust pace

Ideas to help with organisation and study skills

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive functioning

EF and Specific Learning Difficulties

bull ADHD ndash all ADHD children have EF impairment to varying degrees (Barkley 2001)

bull ASD ndash Pennington and Ozonoff (1996) found children performed 1 SD below control group on EF tasks

bull DCD ndash children impaired on tests of working memory (Alloway amp Temple 2007)

bull Dyslexia ndash studies have found WM deficits that compound their phonological problems (Wolf 2010)

bull Dyscalculia ndash Askenazi amp Henik (2010) found evidence of specific EFDs in university students with lsquopurersquo dyscalculia

Components

ndashActivation- organising prioritising tasks time estimation initiation procrastinate

ndashFocus-sustaining and shifting Reading over and over

ndashEffort-regulating alertnesscompleting tasks sleep pattern (canrsquot shut off)

Components

ndash Emotion-managing frustrations and modulating emotionskeeping things in perspective

ndash Memory- using working memory and accessing recall what has just been said remembering a sequence

ndash Action- monitoring and regulating self actionimpulsive not considering the context canrsquot adjust pace

Ideas to help with organisation and study skills

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

EF and Specific Learning Difficulties

bull ADHD ndash all ADHD children have EF impairment to varying degrees (Barkley 2001)

bull ASD ndash Pennington and Ozonoff (1996) found children performed 1 SD below control group on EF tasks

bull DCD ndash children impaired on tests of working memory (Alloway amp Temple 2007)

bull Dyslexia ndash studies have found WM deficits that compound their phonological problems (Wolf 2010)

bull Dyscalculia ndash Askenazi amp Henik (2010) found evidence of specific EFDs in university students with lsquopurersquo dyscalculia

Components

ndashActivation- organising prioritising tasks time estimation initiation procrastinate

ndashFocus-sustaining and shifting Reading over and over

ndashEffort-regulating alertnesscompleting tasks sleep pattern (canrsquot shut off)

Components

ndash Emotion-managing frustrations and modulating emotionskeeping things in perspective

ndash Memory- using working memory and accessing recall what has just been said remembering a sequence

ndash Action- monitoring and regulating self actionimpulsive not considering the context canrsquot adjust pace

Ideas to help with organisation and study skills

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Components

ndashActivation- organising prioritising tasks time estimation initiation procrastinate

ndashFocus-sustaining and shifting Reading over and over

ndashEffort-regulating alertnesscompleting tasks sleep pattern (canrsquot shut off)

Components

ndash Emotion-managing frustrations and modulating emotionskeeping things in perspective

ndash Memory- using working memory and accessing recall what has just been said remembering a sequence

ndash Action- monitoring and regulating self actionimpulsive not considering the context canrsquot adjust pace

Ideas to help with organisation and study skills

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Components

ndash Emotion-managing frustrations and modulating emotionskeeping things in perspective

ndash Memory- using working memory and accessing recall what has just been said remembering a sequence

ndash Action- monitoring and regulating self actionimpulsive not considering the context canrsquot adjust pace

Ideas to help with organisation and study skills

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Ideas to help with organisation and study skills

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

EF

bull Is a predictor of future social competence ( Nigg et al1999Clark et al2002)

bull ADHD and poor EF- affect academic achievement (Biederman et al 2004)

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Long term

bull EF demands persist and increase into adulthood

bull Impact on occupational under- attainment

bull Biederman (2007) 7 year follow up of children ( 9-22 years) to adulthood with ADHD ndash 69 had persistent EF deficits

bull Shur-Fen Gau et al (2009) 53 adolescents (11-16) with childhood diagnosis of ADHD compared to 53 typically developingndash 81 of ADHD group had persistent ADHD diagnosisndash Differences between the 2 groups in working

memory planning and problem-solving increased with the complexity of the taskThe Dyscovery Centre copyright 2011

Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Age related EF

Pre- schoolndash run an errand- go and get

your shoes from upstairs

ndash Clear dishes do teeth

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Primary school

ndash Tidy bedroom

ndash Queuing in the playground

ndash Completing a homeworkproject

ndash Writing a story

ndash Saving money for a present

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

ndash Navigate around school

ndash Assignments completed in time

ndash Revising and doing examinations

ndash Starting off a project

ndash Meeting deadlines

ndash Plan after school activities

ndash Respond to feedback from work

ndash Consider longer term goals

ndash Choose not to do dangerous behaviours

ndash Choosing what to wear

Secondary school

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Data capture for the 6 EF domains (planning organisation impulse control working memory metacognition and time management)Additional 20-item list captured the use of tools - if any ndash to guide

students to be lsquomore organisedrsquo (eg Using a diary software etc)

AnalysisDescriptive statistics to describe student sampleChi squared cross-tabulation analysis of variance to compare

diagnosis groups

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Executive Functioning skills deficits in students with DCD

in higher education

Participants

353 students completed the survey

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

The Dyscovery Centre copyright 2011 Amanda Kirby

Table 1 Frequency (n)

Male (n)

Female (n)

Mean Age(sd)

DCD 61 (20) 350 (7) 650 (13) 2390 (559)

Dyslexia 168 (55) 527 (29) 473 (26) 2485 (883)

DCD and Dyslexia 40 (13) 385 (5) 615 (8) 2577 (963)

No formal diagnosis but difficulties

564 (185) 590 (108) 410 (75) 2686 (968)

No formal diagnosis 168 (55) 218 (12) 782 (43) 2717 (855)

Significantly more females with difficulties but no diagnosis

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Results

0

10

20

30

40

50

60

70

80

Planning Organisation Impulse Control Working Memory Metacognition Time Management

DCD

DCDDys

Dyslexia

No diagdiff

No diagnosis

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Results Using study tools

Significant differences between TD and SpLD groups ( P= lt 001)

0

10

20

30

40

50

60

70

80

90

never have study partner Never use End NoteRef manager Dont use past papers for revision

SPLD

TD

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Planning

bull I think through the answer before starting in an exam

bull I plan what I need to do each day and usually achieve it

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Organisation

bull I know where to find important possessions

bull Irsquom able to decide on priorities in my work

bull Irsquom good at organising lecture notes

bull Irsquom able to select key points from journal articles and textbooks

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Time Management

bull Irsquom good at estimating how long it will take to complete an assignment

bull In an exam I answer all the questions within the time limit

bull Itrsquos difficult to motivate myself to start an assignment

bull Irsquom able to plan time effectively for work personal tasks

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Working Memory

bull When doing something in sequence I lose where I am

bull I have difficulty remembering directions after hearing them

bull I find it difficult to do two things at once

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Implications for life

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Areas of EF

bull Those that involve planning or decision making

bull Those that involve error correction or troubleshooting

bull Situations where responses are not well-learned or contain novel sequences of actions

bull Dangerous or technically difficult situations

bull Situations which require the overcoming of a strong habitual response or resisting temptation

hellip LIFE IS VARIABLE

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

TASKS NEW SCHOOLENVIRONMENT

INDIVIDUAL

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Strategies for success

1 Understanding that this is not done lsquoon

purposersquo

2 Knowing and doing are 2 different

things

3 Coach the child in rehearsed

behaviours

4 Remind the child with a list or schedule

- practice this ++++++

5Check for triggers if this is not working

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

6Teach the skills rather than waiting for it to occur through osmosis

7Consider the childrsquos developmental level

8Encourage automation of lsquoboringrsquo tasks but with

some pleasure stuff as well ( music)

9 Show and discuss improvements

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

10 Scaffold just enough support for the child to succeed

11Use incentives along with instructions

12Support until the child has gained mastery

13Fade support rather than abruptly stop it

14Move from an external to internal controlndash Cueing to remind teeth cleaning

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Allow lsquotalk out loudrsquobull What do I need to do

bull What should it look like in the end

bull How long will it take me

bull When do I need to start

bull I will write a listread a recipemake a plan

bull Have I other things I need to think about as well

bull What went wrong there what could I have done differently

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Self awareness

bull Rate tasksbull What are your skills nowbull What would a better score look like

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

ScaffoldWriting an

essay

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Teach organisation

bull Space

bull Person

bull Activity

The Dyscovery Centre copyright 2011 Amanda Kirby

Organise at school

bull The class environment

bull Desk environment

bull Regular short meetings

The Dyscovery Centre copyright 2011 Amanda Kirby

At home

bull Place at the door for everything that needs to go to school- bag packed the night before

bull Homework station-same place same time with kit at hand

The Dyscovery Centre copyright 2011 Amanda Kirby

To do list

bull How much

bull Which first

bull Rewrite it

bull Are the relevant things on it

bull Electronic is better-there is an archive

The Dyscovery Centre copyright 2011 Amanda Kirby

Use learning links

bull Learning links

bull Overall term plan

bull Overall week to week plan

bull Class plan

bull Seeing the solution

bull Problem solving

bull Dealing with choice making

bull Auditing outcomes

bull Filing systemsThe Dyscovery Centre copyright 2011 Amanda Kirby

At home

bull Place at the door for everything that needs to go to school- bag packed the night before

bull Homework station-same place same time with kit at hand

The Dyscovery Centre copyright 2011 Amanda Kirby

To do list

bull How much

bull Which first

bull Rewrite it

bull Are the relevant things on it

bull Electronic is better-there is an archive

The Dyscovery Centre copyright 2011 Amanda Kirby

Use learning links

bull Learning links

bull Overall term plan

bull Overall week to week plan

bull Class plan

bull Seeing the solution

bull Problem solving

bull Dealing with choice making

bull Auditing outcomes

bull Filing systemsThe Dyscovery Centre copyright 2011 Amanda Kirby

To do list

bull How much

bull Which first

bull Rewrite it

bull Are the relevant things on it

bull Electronic is better-there is an archive

The Dyscovery Centre copyright 2011 Amanda Kirby

Use learning links

bull Learning links

bull Overall term plan

bull Overall week to week plan

bull Class plan

bull Seeing the solution

bull Problem solving

bull Dealing with choice making

bull Auditing outcomes

bull Filing systemsThe Dyscovery Centre copyright 2011 Amanda Kirby

Use learning links

bull Learning links

bull Overall term plan

bull Overall week to week plan

bull Class plan

bull Seeing the solution

bull Problem solving

bull Dealing with choice making

bull Auditing outcomes

bull Filing systemsThe Dyscovery Centre copyright 2011 Amanda Kirby

Mind map of overall aims

Rivers

Mountains

ErosionGeology

Amazon

The Dyscovery Centre copyright 2011 Amanda Kirby

Working memory

bull Verbal reminders

bull Alarms on watches

bull Note book or computer to

keep to do lists

bull Place cues prominently

bull Check they are using the

cuendash did you What happened

The Dyscovery Centre copyright 2011 Amanda Kirby

Time blind

bull Check how long tasks take

bull Build in extra time

bull Create a schedule of activities

bull Lots of clocks

bull Worse case scenarios

bull Good sleep patterns help

The Dyscovery Centre copyright 2011 Amanda Kirby

Working memory

bull Verbal reminders

bull Alarms on watches

bull Note book or computer to

keep to do lists

bull Place cues prominently

bull Check they are using the

cuendash did you What happened

The Dyscovery Centre copyright 2011 Amanda Kirby

Time blind

bull Check how long tasks take

bull Build in extra time

bull Create a schedule of activities

bull Lots of clocks

bull Worse case scenarios

bull Good sleep patterns help

The Dyscovery Centre copyright 2011 Amanda Kirby

Time blind

bull Check how long tasks take

bull Build in extra time

bull Create a schedule of activities

bull Lots of clocks

bull Worse case scenarios

bull Good sleep patterns help

The Dyscovery Centre copyright 2011 Amanda Kirby

Sustained attention

bull Clear start and stop signs- alarms

bull Reminder boosters during the task

bull Supervision and positive prompts

bull Decide the best time of day to study

bull Reward at the end of the task

The Dyscovery Centre copyright 2011 Amanda Kirby

Self regulation

bull Anticipate problems occurring

bull Teach relaxation techniques

bull Break tasks into smaller chunks

bull Positive self statements modelled

bull Thinking about an experience can

effect the result Sports science

theories

The Dyscovery Centre copyright 2011 Amanda Kirby

wwwmove627org

The site contains

bull Information on EF

bull Tailored approaches for teachers health professionals for parents and children

ndash Diary system with reminders

ndash Games to play- social organisational time management

ndash Downloads that can be personalised

ndash Printable downloads relevant to different audiences

Games for children

Open access part

bull Basic information about the site

bull Games for children to play but not save

Results of childrsquos activity on

the games

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

wwwmove627org

The site contains

bull Information on EF

bull Tailored approaches for teachers health professionals for parents and children

ndash Diary system with reminders

ndash Games to play- social organisational time management

ndash Downloads that can be personalised

ndash Printable downloads relevant to different audiences

Games for children

Open access part

bull Basic information about the site

bull Games for children to play but not save

Results of childrsquos activity on

the games

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

The site contains

bull Information on EF

bull Tailored approaches for teachers health professionals for parents and children

ndash Diary system with reminders

ndash Games to play- social organisational time management

ndash Downloads that can be personalised

ndash Printable downloads relevant to different audiences

Games for children

Open access part

bull Basic information about the site

bull Games for children to play but not save

Results of childrsquos activity on

the games

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Games for children

Open access part

bull Basic information about the site

bull Games for children to play but not save

Results of childrsquos activity on

the games

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Open access part

bull Basic information about the site

bull Games for children to play but not save

Results of childrsquos activity on

the games

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Results of childrsquos activity on

the games

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

bullTo do lists

bullTime table makers

bullReminders

A range of aids

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Create a time table

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

To do List

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

MATCH IT

Names and pictures of all the teachers

Dyscovery Centre 2011

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Saved documents to re-

useamend

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Daily and weekly reminders

The childs diary

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Childrsquos diary

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Build your own avatar-

presents then in all the games

and in the diary

Mini U

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Mini U- Build childrsquos avatar

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Telling others about

likesdislikes and concerns

All about me

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

All about me

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

All about me

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Pack it

Helps with organisation and

planning skills

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

What to wear and when

Dress to Impress

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Dress to Impress

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Comments on choices

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Game of social consequences

What if

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

What if

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Guidance on each scenario

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Face it

Introducing feelings and

emotions

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Different levels to play

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Map challenge

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Canteen Challenge

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Other areas of the site

bull Downloads for the different

audiences

ndash Parents

ndash Educational professionals

ndash Health professionals

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Downloads

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby

Websites

bull wwwmove627org

bull wwwspldtransitionsorg

bull wwwdyscoveryorg

bull wwwboxoifideasorg

The Dyscovery Centre copyright 2011 Amanda Kirby