developmental dyspraxia teaching and transitioning building confidence – strength to strength
TRANSCRIPT
Developmental Dyspraxia
Teaching and TransitioningBuilding Confidence – Strength
to Strength
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)
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 Asperger’s Syndrome
O Not all students will have the same symptoms
O Students with Dyspraxia generally have average to above average IQ’s
O Research suggests more boys than girls are diagnosed with Developmental Dyspraxia
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
In your class, how often do
you see?
A student:
OWho daydreams
OWho constantly forgets instructions
OWho lacks confidence OWho is often late for class
OWho struggles to complete work and is easily frustrated
OWho has fine motor coordination difficulties
OWho has sensory problems
In your class, how often do
you see?
A student:
OWho has poor social skills – avoids peers
OWho is anxious and has low self-esteem
OProblems with whole body movement and coordination
OWho avoids interacting in class
OWho has poor organisation skills
OWho under-achieves
OWho is often bullied
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?
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
OStudents with Dyspraxia find handwriting extremely challenging and stressful
OStudents with Dyspraxia often have poor coordination
OStudents with Dyspraxia need tools and strategies for learning
How did you feel? O Anxious
O PressuredO AgitatedO FrustratedO PanickyO 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:
How do ‘you’ organise your
day?
Do you have:
OA laptop
OA Diary, Calendar or Organiser
OA desk
OPaper, Pens etc.
OResources
OHand-outs or notes from PD Sessions, colleagues
OPeer support
What would you do without these everyday items?
Student Organisers
O Students with Developmental Dyspraxia need organisational supportsStudents also
require equipment and organisers to
cope with daily timetables and
curriculum
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
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
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
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
Helping students with
Dyspraxia
O Don’t 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
Helping students with
Dyspraxia
Make a ‘to do’ checklist for:
OAssignments – What resources do I need
OTomorrow – I need…
OHomework – Do I have my homework diary
OTransition to home – which bus to catch, bus timetable, after school care
Checklists
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
Where do I go for Help?
O Consult parents
O Contact the student’s previous school/teachers
O Discuss any issues or problems with your school’s 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
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
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?
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?
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 student’s strengths and how can you help to build them?
NCEA
Information pack:
OReader / Writer information
OLocation map – Room the exam is being held in
OOld exam papers
OA timer
OMind map templates
OSchedule of exams
OHow to ‘judge timing’ for each type of question
OUnderstanding the value of each exam question
OSupport information
What support is available for students sitting NCEA Exams?
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
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?
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’
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