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Developmental Dyspraxia Teaching and Transitioning Building Confidence – Strength to Strength.

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Presentation on theme: "Developmental Dyspraxia Teaching and Transitioning Building Confidence – Strength to Strength."— Presentation transcript:

1 Developmental Dyspraxia Teaching and Transitioning Building Confidence – Strength to Strength

2 Dyspraxia Support Group NZ Inc. O Janet Maguire National Field Worker O Support parents, schools, tertiary institutions, teachers, agencies throughout New Zealand through effective liaising O Provide Professional Development – groups, schools and individuals O Oversee children and teen groups – Funlink, Funtween, Funteen and Link up (young adults)

3 Students with Developmental Dyspraxia O Dyspraxia is not always recognised in schools O Dyspraxia can co-exist with other Learning Disabilities such as Dyslexia, ADHD and Aspergers Syndrome O Not all students will have the same symptoms O Students with Dyspraxia generally have average to above average IQs O Research suggests more boys than girls are diagnosed with Developmental Dyspraxia

4 Why is learning so difficult for students with Dyspraxia in our schools? O Demands of the curriculum and school O Expectations O Social and emotional difficulties O Low self esteem O Sensory problems O Poor fine and gross motor skills O Lack of understanding about Dyspraxia

5 In your class, how often do you see? A student: O Who daydreams O Who constantly forgets instructions O Who lacks confidence O Who is often late for class O Who struggles to complete work and is easily frustrated O Who has fine motor coordination difficulties O Who has sensory problems

6 In your class, how often do you see? A student: O Who has poor social skills – avoids peers O Who is anxious and has low self-esteem O Problems with whole body movement and coordination O Who avoids interacting in class O Who has poor organisation skills O Who under-achieves O Who is often bullied

7 Meeting the needs of all students O Limit barriers to learning O All learners have strengths and weaknesses O The curriculum is generally centred on printed materials which does not meet the needs of many learners O Use of student Portals There are so many students with different learning needs in my class! Where do I start?

8 Activity What handwriting is like for a student with Dyspraxia You will need: You have two minutes to write down in your neatest handwriting the following text with your non-writing hand O Students with Dyspraxia find handwriting extremely challenging and stressful O Students with Dyspraxia often have poor coordination O Students with Dyspraxia need tools and strategies for learning

9 How did you feel? O Anxious O Pressured O Agitated O Frustrated O Panicky O Embarrassed How could you help someone who is having obvious difficulties with handwriting? Pre-writing activities are important. When under pressure to do something you know will be difficult and stressful – You may feel:

10 How do you organise your day? Do you have: O A laptop O A Diary, Calendar or Organiser O A desk O Paper, Pens etc. O Resources O Hand-outs or notes from PD Sessions, colleagues O Peer support What would you do without these everyday items?

11 Student Organisers O Students with Developmental Dyspraxia need organisational supports Students also require equipment and organisers to cope with daily timetables and curriculum

12 Visual Support and equipment for students with high learning needs O IT Tools - a necessity for students with Developmental Dyspraxia O Class Computers, Laptops, i-Pads, i- pods, cameras and Dictaphones

13 O Assistive Technology (sometimes called Assistive Equipment) embraces a wide range of equipment that can support students by removing barriers to achievement Ministry of Education Tools for Learning

14 Helping students with Dyspraxia O Allow variation in the way the student works O Adjust your expectations O Allow more time for the student to complete work O Adjust quantity of work O Enable the student to use a laptop or other technology O Break instructions into manageable chunks O Give the student regular breaks – Game, walk, drink, whole class activity O Use a timer

15 Helping students with Dyspraxia O Have spare writing materials available O Colour code timetables and books O Post homework on the class webpage O Sit the student away from distraction O Seat the student with someone who is able and happy to assist O Provide the student with a lesson hand-out – revision timetables O Transition students before change in teacher/class level

16 Helping students with Dyspraxia O Dont assume the student has understood your instructions O If possible give Teacher Aide assistance O Provide a reader/writer in exams O Make the student feels included O Ensure pastoral care is available for the student

17 Helping students with Dyspraxia Make a to do checklist for: O Assignments – What resources do I need O Tomorrow – I need… O Homework – Do I have my homework diary O Transition to home – which bus to catch, bus timetable, after school care Checklists

18 Boosting Self Esteem O Encourage the student to have a go O Instructions need to be positive O Avoid creating verbal overload – keep interactions brief O Have patience and avoid getting angry O Praise the student for effort O Rewards Low Self Esteem is common in students with Developmental Dyspraxia

19 Where do I go for Help? O Consult parents O Contact the students previous school/teachers O Discuss any issues or problems with your schools Learning Support Coordinator O Apply for an RTLB Assessment If you have concerns that a student in your class may have a learning difficulty or disability such as Dyspraxia

20 Transitioning O New School O New teacher O New friends O New classroom O New curriculum O New rules to learn and remember O School and Class outings O Anything not routine O Anxiety Change equals

21 Preparation for Transition O Contact and meet the new teacher as soon as possible O Information sharing – with all teachers O Visual support for student O Visit the new classroom/s/new school with the student O Individual Education Plan O If possible prepare a visual timetable O Organise and meet with a Buddy How can we prepare a student for change?

22 Preparation for Transition O Share ideas that worked well for you with the new teacher (A problem shared is a problem halved) How can you help the new teacher?

23 Moving on to Secondary School O Computing, word processing, graphic design O Arts – Photography O Future aspirations – What type of job he/she may want to do O Sport – Archery, bowls, adapted sport O Focus on Key Competencies O Life Skills Training, Work Experience O Talents, hobbies and skills Choosing a Programme What are the students strengths and how can you help to build them?

24 NCEA Information pack: O Reader / Writer information O Location map – Room the exam is being held in O Old exam papers O A timer O Mind map templates O Schedule of exams O How to judge timing for each type of question O Understanding the value of each exam question O Support information What support is available for students sitting NCEA Exams?

25 Preparation for exams O Model how to answer each type of question O Ensure the student understands Key Words in the questions asked O Ensure the students understands time requirements for each question O Give plenty opportunity to practise each type of question Things you can do in class to prepare the student for examinations

26 Higher Education O All higher learning institutions have Learning Support Centres O When applying to enter university or polytechnic, encourage the student to tick the box which indicates they have a learning problem – help is always available How can we ensure the student receives the help need once in higher education?

27 We need to remember O We are all different learners – our needs have to be met in a variety of ways – Our students are no different One size does not fit all

28 References O Dr Amanda Kirby – Transitioning O Dr Amanda Kirby – Top Tips – A Day in the Life of a child with DCD/Dyspraxia O Amanda Kirby – The Adolescent with Developmental Coordination Disorder O Ministry of Education - Guidelines

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