CHARACTERISTICS OF THE SPECIAL NEEDS GROUP WHICH MAY IMPACT ON THEIR ABILITY TO ACCESS THE CURRICULUM
- Oral Dyspraxia affects children at the level of reproduction of movements of the mouth; children have a hard time making the correct movements with their mouth for the formation of words.
- Motor Dyspraxia can be seen to inhibit an individual from moving as planned, Motor Dyspraxia also effects the organization of sensory input.
- Verbal Dyspraxia causes children to have difficulties making sounds into words. Verbal Dyspraxia is often characterized by an individual’s difficulty in producing speech sounds and in sequencing them together into words. Expressive language is usually delayed. Often children with Verbal Dyspraxia are also diagnosed with oral or Motor Dyspraxia too. (Tomatis, 2012)
PROBLEMS STUDENTS MAY ENCOUNTER IN THE CLASSROOM
- Hand to Eye Coordination: Handwriting, difficulties using tools, utensils and cutlery
- Large Muscle Movements: Difficulty walking in a straight line, jumping
- Attention/Concentration: Distracted in open plan environments, disturbs others
- Conceptualisation: Difficulty in understanding concepts such as 'in', 'on', 'in front of' etc.
- Communication: Unable to remember and/or follow instructions
- Speech and Language: Difficulty in explaining needs and retelling an incident
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Classroom Guideines | |
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^ The document above includes strategies on how teachers can help students with these sorts of difficulties.
THE IMPLICATIONS FOR CLASSROOM TEACHERS OF THE FINDINGS OF RECENT RESEARCH ABOUT THIS AREA OF SPECIAL NEED
The Australian Dyspraxia Foundation has listed possibly difficulties that teachers will deal with when teaching a student with dyspraxia. They are:
For teachers it would be helpful if they could meet with parents and organise occupational therapy, physical therapy or speech therapy to assist the student further.
- coping with a new situation.
- coping with changes to routine.
- learning rules.
- learning new skills - it takes a lot longer.
- gross motor - jumping, hopping.
- fine motor - cutting, handwriting.
- daily living - dressing, eating. - beginning movement, beginning to 'do' an activity.
- responding quickly.
- generalising learnt skills
- with control, quality.
- with timing, rhythm.
- with force of movement.
- with spatial organisation. - using 'appropriate' cues.
- problem solving.
- analysing what is needed for task performance.
- preparing for the next stage of task performance.
- meeting the specific demands of the task.
- performing a task when feeling pressured.
- doing a number of things at the same time.
- doing a skill consistently. This creates frustration to not only the teacher and parent - but also the child - when he can do something one day but not the next.
- doing a task as it becomes more complex or increase in length.
For teachers it would be helpful if they could meet with parents and organise occupational therapy, physical therapy or speech therapy to assist the student further.
STRATEGIES WHICH WOULD BE BENEFICIAL TO STUDENTS WITH dyspraxia
Chynn Laird (authored books on Sensory Processing Disorder, mental and emotional disorders and other special needs) reveals seven tips on teaching students with dyspraxia.
(1) Be sure the classroom environment is organized. The main struggle children with Dyspraxia have is with organization-both in their bodies as well as within their environments. If the classroom and teacher are well organized, then these children may have a much easier time organizing themselves. Most teachers strive for a well-structured classroom following the "Everything in its place and a place for everything" logic but this point is still worth mentioning as a first step. Centers, such as reading or craft areas, that are set-up and tidy; tubs for each sort of tool or craft item used in the classroom that are well-labeled on the outside; and areas assigned for work and for play are all a few great ways to help a child with direction problems stay on track.
(2) Post up the weekly routine/schedule. One kindergarten teacher wrote out the events students would do each day of the week in huge, bold, capital letters near the front of the class. This way, students remember that on Tuesdays, for example, they'd be going to the library and on Thursdays they needed to put their homework bags in the bin by their jackets in order to get the following week's lessons put in. What this does is give the sense of security that such-and-such will happen on the same day and same time each week. All children need routine in order to function properly but it is essential for children with Dyspraxia. A good additional tip for this is to put pictures or stickers to emphasize the event for children who need visual cues (eg: a picture of books for the library, gym equipment for recess or gym or sparkly stickers representing craft time.)
(3) Outline the daily schedule each morning. It also helps to go over the schedule for the day first thing every morning. This way, any changes or additions to the regular routine can be discussed and reviewed. Children with Dyspraxia may not react well to sudden and/or unexpected changes to their routine. Preparing them in this way not only helps to reduce anxiety but also doesn't single them out in any way as the entire class is addressed.
(4) Create a "story" about unexpected events that may occur. Situations such as fire drills, assemblies or substitute teachers can prove very overwhelming to a child who depends on the familiar. To help these children through such situations, creating a story with them-including detailed steps on what will happen, how the event might make them feel and what they think good ways of dealing with it might be-helps prepare them for an event in a fun way while empowering them to come up with their own solutions. Writing the story into an actual book format, where students can contribute their own pictures, is a great way to keep the steps fresh as well as offers an in-class resource whenever children need it.
(5) Transitional songs or cues. Younger children respond well to singing some sort of transitional song between activities, such as the "Clean Up Song," "Snack Time," or "Good-Bye." Other options include dimming, flashing or turning off lights; giving a five minute warning then count down ("Four more minutes." "Three more minutes." etc.)
(6) Color-coding work materials. Color coding notebooks and book covers helps students be sure they'll have the right materials for the right subject. If it isn't possible to create color-coded book covers for textbooks, putting a removable sticker on the cover helps too. That way the child can pull out her math text with the blue sticker on the corner to go with her blue math notebook.
(7) Set up solid homework organizer. A local Grade One teacher provides an organizer containing the weekly spelling lists, homework assignments as well as recording upcoming events-it's similar to an agenda with a month-to-month calendar then is further broken down into weeks. The teacher encourages parents to write short notes for her regarding homework or other concerns to which she replies in the notebook or has the option to arrange meetings or phone call meetings. Children are responsible for writing homework assignments in the organizer each day which the teacher checks for accuracy as well as to ensure the student understands what is expected in the homework assignment. If there is any confusion, parents find notes of explanation with the homework. Finally, parents are expected to sign or initial that homework was checked. This keeps the communication lines strong between school and home and keeps the same organizational expectations similar in both environments.
(1) Be sure the classroom environment is organized. The main struggle children with Dyspraxia have is with organization-both in their bodies as well as within their environments. If the classroom and teacher are well organized, then these children may have a much easier time organizing themselves. Most teachers strive for a well-structured classroom following the "Everything in its place and a place for everything" logic but this point is still worth mentioning as a first step. Centers, such as reading or craft areas, that are set-up and tidy; tubs for each sort of tool or craft item used in the classroom that are well-labeled on the outside; and areas assigned for work and for play are all a few great ways to help a child with direction problems stay on track.
(2) Post up the weekly routine/schedule. One kindergarten teacher wrote out the events students would do each day of the week in huge, bold, capital letters near the front of the class. This way, students remember that on Tuesdays, for example, they'd be going to the library and on Thursdays they needed to put their homework bags in the bin by their jackets in order to get the following week's lessons put in. What this does is give the sense of security that such-and-such will happen on the same day and same time each week. All children need routine in order to function properly but it is essential for children with Dyspraxia. A good additional tip for this is to put pictures or stickers to emphasize the event for children who need visual cues (eg: a picture of books for the library, gym equipment for recess or gym or sparkly stickers representing craft time.)
(3) Outline the daily schedule each morning. It also helps to go over the schedule for the day first thing every morning. This way, any changes or additions to the regular routine can be discussed and reviewed. Children with Dyspraxia may not react well to sudden and/or unexpected changes to their routine. Preparing them in this way not only helps to reduce anxiety but also doesn't single them out in any way as the entire class is addressed.
(4) Create a "story" about unexpected events that may occur. Situations such as fire drills, assemblies or substitute teachers can prove very overwhelming to a child who depends on the familiar. To help these children through such situations, creating a story with them-including detailed steps on what will happen, how the event might make them feel and what they think good ways of dealing with it might be-helps prepare them for an event in a fun way while empowering them to come up with their own solutions. Writing the story into an actual book format, where students can contribute their own pictures, is a great way to keep the steps fresh as well as offers an in-class resource whenever children need it.
(5) Transitional songs or cues. Younger children respond well to singing some sort of transitional song between activities, such as the "Clean Up Song," "Snack Time," or "Good-Bye." Other options include dimming, flashing or turning off lights; giving a five minute warning then count down ("Four more minutes." "Three more minutes." etc.)
(6) Color-coding work materials. Color coding notebooks and book covers helps students be sure they'll have the right materials for the right subject. If it isn't possible to create color-coded book covers for textbooks, putting a removable sticker on the cover helps too. That way the child can pull out her math text with the blue sticker on the corner to go with her blue math notebook.
(7) Set up solid homework organizer. A local Grade One teacher provides an organizer containing the weekly spelling lists, homework assignments as well as recording upcoming events-it's similar to an agenda with a month-to-month calendar then is further broken down into weeks. The teacher encourages parents to write short notes for her regarding homework or other concerns to which she replies in the notebook or has the option to arrange meetings or phone call meetings. Children are responsible for writing homework assignments in the organizer each day which the teacher checks for accuracy as well as to ensure the student understands what is expected in the homework assignment. If there is any confusion, parents find notes of explanation with the homework. Finally, parents are expected to sign or initial that homework was checked. This keeps the communication lines strong between school and home and keeps the same organizational expectations similar in both environments.
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Secondary Classroom Strategies.pdf | |
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LIST OF SUPPORT NETWORKS WITHIN SCHOOLS/ SCHOOL SYSTEMS
Scope Victoria offers support to students within schools Services to schools improve learning outcomes and support inclusion of students with a disability within the school environment. Support is provided in the context of the Curriculum Standards Framework. Our aim is to improve the capacity of schools to effectively include students with additional needs.
Support in schools may include:
Student Group Workshops and Programs
Group workshops and programs are available to students and school staff where there are a number of people with similar needs.
Workshops for staff can include:
Support in schools may include:
- Promoting inclusion of students
- Identification of goals
- Planning
- Individual therapy support
- Access and equipment assessments
- Transition to new schools or new environments
- Better Start initiatives
Student Group Workshops and Programs
Group workshops and programs are available to students and school staff where there are a number of people with similar needs.
Workshops for staff can include:
- Disability awareness: how to include students in your classroom
- Getting organised and staying focused
- Sensory processing
- Fine motor development
- Handwriting
- Adapting your PE program
- Communication for all
- Fine motor program
- Sensory processing sessions
- Developing motor skills
- Handwriting groups
- Developing your ability to communicate
LIST OF SUPPORT NETWORKS WITHIN THE COMMUNITY
- The Dyspraxia Association provides a range of services including family support and community education throughout Australia to enable those with Dyspraxia to realise their true potential and to raise the awareness and understanding of Dyspraxia within the community.
• Information evenings, training, seminars and workshops for parents and professionals
• Teacher in-services
• Phone support HELP-Line
• Support groups
• Facebook Support Group
• Advocacy
• Referral services
Publications and Resources
• The Association provides a Dyspraxia information pack on request
• A comprehensive newsletter is published four times a year for members
• Resources and printed material for members to assist with the support and education of those with Dyspraxia and associated learning difficulties.
- Scope Victoria offers services to children and young people of school age outside the school environment. Services address areas including the need for equipment in your home and accessing community sporting or leisure activities.
- Communication Aids & Resource websites:
- AAC Centers (USA)
- AAC Intervention.com (USA)
- AGOSCI Inc.
- Communication Matters (UK)
- International Society for Augmentative and Alternative Communication (ISAAC)
- National Relay Service
- Speech Pathology Australia
- United States Society for Augmentative and Alternative Communication (USSAAC)
- Vicnet's Easy English Internet training workbooks
Resources
- 100 ideas for supporting pupils with dyspraxia and DCD (2007) by Amanda Kirby and Lynne Peters: A book that lists 100 changes that teachers can make to alter the curriculum to upport students with dyspraxia.
- Is That My Child? Exploding the myths of Dyspraxia (2006) by Dr, Robin Pauc