Support in the classroom for those with dyspraxia/DCD . It's not rocket science.

Dyspraxia, also known as developmental coordination disorder (DCD), is a common disorder of childhood affecting fine and/or gross motor coordination in children and adults. It is a lifelong condition and is formally recognised by international organisations including the World Health Organisation. Whilst DCD/dyspraxia is primarily a motor disorder, many individuals may also experience difficulties with memory, perception and processing along with poor planning, organisation and sequencing skills which can have a significant negative impact on everyday activities. It can also affect articulation and speech.

It is a common condition, thought to affect some 6% of the population (Lingham et al 2009 ), and is lifelong. It varies in degrees of severity and affects each individual differently. It often exists alongside other conditions and difficulties such as dyslexia, or ADHD for example and can be overlooked if it is not the predominant diagnosis, even though it may be the root cause of issues being exhibited. Difficulties are likely to change and vary at different life stages and it is worth considering the predominant difficulties when considering support for an individual at any particular time. For example, in a small child toilet independence may be a major problem, in a teenager social issues or handwriting speed may come to the fore and in adulthood the non-motor aspects of dyspraxia/DCD tend to present more challenges.

A diagnosis should ALWAYS be a medical one (to eliminate other causes of difficulties) usually via a GP and referral to a paediatrician in the first instance . The input of other professionals (occupational therapists, physiotherapists, speech therapists, psychologists) along with the family, teachers and the person themselves may add essential information to the  resulting profile.

Although the exact causes of dyspraxia are unknown, it is thought to be caused by a disruption in the way messages from the brain are transmitted to the body. This affects a person’s ability to perform movements in a smooth, coordinated way.

In the classroom situation children with the condition face a myriad of confusions and difficulties and for a busy teacher who is dealing with a class of perhaps 30 children some of whom may have other SEND (special educational needs and disabilities) needs it can become overwhelming. 

If we were to consider what we should concentrate on during a persons development we would be wise, in very young (preschool) children  to establish some skills that can be learned through play, concentrating on strengthening gross motor skills and developing the foundations of efficient movement.

As a child gets to primary school they may need more structured intervention with targeted gross and fine motor skills programmes and assistance  to master daily activities.

By secondary school age we might be considering the use of tools and interventions (augmentative technology),extra time to complete work and in examinations and help with the organisation of work.

By adulthood a profile of strengths and weaknesses would be useful so that suitable career choices are made and reasonable adjustments are put in place to support success.

For some children who have a severe degree of the condition, establishing need and working towards an EHCP (Education health care plan) should be considered as early as possible, so that appropriate provision can be made thus avoiding potential future behavioural difficulties and disaffection.

For others, the truth of the matter is that there are a wide range of interventions, that do not cost money or resources but which can be incorporated into classrooms without too much difficulty. Along with the fantastic strategies they put in place for themselves (after all they are the experts in being THEM) these should really help to make their transition through he education system a smoother one.

I am privileged to have been part of The Dyspraxia Foundation for many years. www.dyspraxiafoundation.org.uk It  is the only National Charity devoted to raising awareness of the condition and offering support and advice to those affected by dyspraxia/DCD or those working with people who have the condition.

They have published an excellent range of guidelines for teachers which are free to download and explain these strategies in detail.

For pre school see  http://dyspraxiafoundation.org.uk/wp-content/uploads/2014/12/Early-Years-Guidelines.pdf

 For primary school  http://dyspraxiafoundation.org.uk/wp-content/uploads/2014/12/Primary-Classroom-Guidleines-Scanned.pdf

Secondary school guidelines can be found at http://dyspraxiafoundation.org.uk/wp-content/uploads/2014/12/a5_dyspraxia_secondary_school_leaflet-indd.pdf

Post sixteen strategies can be found here http://dyspraxiafoundation.org.uk/wp-content/uploads/2013/10/DYSP_12PP_2016.pdf

It is incredibly important that a child with dyspraxia/DCD is identified early and supported appropriately. To ignore their plight is to cause untold damage and will result in that child never reaching their full potential. It is our duty as teachers to ensure that the needs of those in our care are met. There will be a child with dyspraxia/DCD in your classroom. Be the teacher who made a positive difference to their school career.

Lingam R, Hunt L, Golding J et al. Prevalence of developmental coordination disorder Using the DSM-IV at 7 years of age: A UK population-based study. Pediatrics 20L09; 123: 693-700.

Work and the voluntary sector for those with Dyspraxia/DCD.

Dyspraxia/DCD and the Voluntary sector.


Work: activity involving mental or physical effort done in order to achieve a result.

Employment: the state of having paid work

Workplace: a place where people work



I am a great believer that to have a sense of purpose, a reason to get up in the morning. to look forward to is something fundamental to our self esteem. Many people with dyspraxia/DCD sadly find paid employment rather elusive and may turn to the voluntary sector for that sense of purpose. I should say that I have two sons with Dyspraxia/DCD, one has a mild form and he is very successful both academically and professionally. My other son (now 25) has, like many other people a number of comorbid/coexisting conditions which muddy the waters for him considerably. His predominant diagnosis is dyspraxia/DCD (both motor and verbal), severe dyslexia and dyscalculia and some ASD (Autistic Spectrum Disorder). He is bright, enquiring, funny, sociable, very eager to please and physically fit. It would appear that he is not employable  though which is to me very sad indeed. He does excellent work in the voluntary sector and like many others in the army of volunteers in this country he helps to keep alive the things that many of us enjoy and care about. The Voluntary sector can be a wonderful introduction into the world of work without many of the pressures. However the voluntary sector can have its pitfalls too.

Let me explain...
All of J's attempts have been made with thought and preparation. Potential team leaders were well informed and his difficulties have been disclosed and explained at the outset.
J's first foray into the voluntary world of work was in a charity shop selling predominantly clothes along with other items of bric a brac. This meant he spent much of his day trying to get items of clothing onto coathangers (everyone knows how to use a coat hanger surely!). Using a coat hanger requires pretty efficient motor and perceptual skills. He found it extremely difficult and even practice did not improve the battle he had with the clothes rails. More clothes ended up on the floor than on the rails. His dyscalculia made the till rather like an alien machine to him and placing crystal glasses onto a tall shelf was perhaps never a good idea. The shop managers answer was to leave him standing aimlessly in the shop where he became bored and disaffected, and he was offered less and less shifts and soon left. A very unsuccessful placement. 
His second attempt was with the wonderful organisation which is Hearing Dogs for Deaf People. J loves dogs (we have three) and knows a bit about them.What could go wrong? Its 'just' dogs after all. On his first day he was placed in the food preparation area and asked to get the meals ready for 10 hungry dogs who had various dietary requirements, all of which were clearly listed on a white board. Lots of new vocabulary that J didn't understand, black writing on a white board that he could not read, lots of boxes of different foods to easily get mixed up. No one to show him. The staff welfare manager clocked the panic in his eyes and called me in to talk about the best way forward. It was decided that it would be better to keep J in one area where he could take his time and learn what was expected of him before moving onto other areas. She allowed him to shadow a member of the team and learn by doing which suits him well. ' Reasonable adjustments' in practice. He soon became quite adept at the tasks set and became a good team player. He often took the dogs out to socialise with people because he always has a warm and open smile, is personable, people like him and were drawn to talk to him about the organisation. The Charity played to his strengths.
His third and still current placement is in a local theatre. J LOVES the theatre and everything about it. His role is to meet and greet, tear tickets, show people to their seats and keep an eye out for any problems/situations that may arise.
His only 'employment'  ie paid work, is working in a small but busy bistro bar one morning a week. He works in the kitchen although the very supportive manager wanted him to try front of house as he is very sociable, polite, funny and affable. However he was totally unable to cope with the quick fire questions and expectations of the clients and withdrew from that position quite quickly. He now peels veg (that took some practice and support) and washes dishes and loads the dishwasher. Things that to most people seem easy and common sense but that is not always the way for someone with a mix of complex hidden disabilities. He loves this work, not least because it pays him an actual wage, but because the team enjoy his company make him feel valued and support his needs. He would never let them down.
The point I am trying to make is that most jobs require quite an array of skills some of which have nothing to do with the actual occupation, but might be about navigation around a building, conversing about everyday things, thinking what needs to be done when there is seemingly nothing to do, using equipment and time management to name but a few. ALL very difficult things for those with dyspraxia/DCD and other difficulties.The world of work is complex and varied and there are a myriad of reasons why a job may not be successful. 
Does this make getting permanent paid employment impossible?? For many people with dyspraxia/DCD it seems that it does, but I do not think that it needs to be that way. If people were able to shadow someone, have someone support them until what was asked was practised enough times to become automatic, someone who was really interested in enabling them to both survive and thrive, someone who would allow them to keep to a routine, to do what was asked of them (no more no less), to play to their strengths someone who really listened to what was needed and acted upon what they heard to enhance the probability of success a person with dyspraxia/DCd has every chance of becoming an excellent employee. I believe that people with the condition often have a great work ethic, along with loyalty, honesty, creativity, and good humour being right up at the top of their many positive characteristics. For people with dyspraxia it is often about 'tweaking' things, altering them enough to be workable, adjusting things and ensuring that other people are aware of why these adjustments need to be made.
For my son, with a severe degree of the condition along with the other things that increase the complexity of his particular profile, permanent paid employment seems a very unlikely prospect but he has found voluntary positions which he loves, which bring him into contact with others, which enable him to observe and learn, to be part of a team and to feel valued. I believe there is a real place for voluntary work and that as a society we need to see voluntary positions as the very worthy things that they are. lack of financial reward does not make something less important. However, even voluntary jobs need to be given consideration if they are to work to everyone's benefit.
For more information on Dyspraxia/DCD







The manager, spoke to both J and myself to ask how they could best meet his needs and he is never left to work alone, knows exactly what is expected of him and he carries out his tasks efficiently and politely. He feels very much part of the team and is highly regarded. He also works in another live music/event venue and looks after the clients with real passion and care.  He also helps to market products by delivering flyers and via social media.  J researches the acts that are to perform in his own time and so he is well informed and prepared for what to expect. He has a lanyard with his name and a position written on it (marketing assistant) and that fills him with great pride. His team leader says she is proud to have him on the team.





www.dyspraxiafoundation.org.uk

Down and out. That's for society to decide...

That Downs Syndrome screening test.

I watched the Sally Phillips documentary “A World Without Down’s Syndrome?” with great interest.
I reflected on what a difficult journey that must have been for her and what a terrible realisation when you find some countries have screened out Downs altogether. i reflected on the similarities of my own life, in  sharing a deep uncluttered love with someone who is perceived as 'different'.

I do not have a child with Downs Syndrome but do have a now young man with a learning disability/difficulty . He has acquired the labels of Severe Dyspraxia (motor and verbal), severe dyslexia and dyscalculia and ASD.  Quite a drawer full, but if I am asked to describe him I can easily say that he is a person with the most beautiful soul. Kind, honest, funny, forgiving, enthusiastic, loyal and vulnerable.

When I first was given a 'diagnosis' it was made clear that he would be disabled for all of his life and would probably never read or write. I stepped onto the SEND (Special needs and Disability) ladder and that brought with it a multitude of hoops to jump through, paperwork to complete and my family was scrutinized by medical personnel to within an inch of its life. Intrusive, distressing and demeaning. Also to my mind unnecessary.
My lad is 'different' to most other people, different, not less.
Yes I fought for a diagnosis and it took 5 years and a myriad of assessments to get one. I needed to read and research, and learn and know what was best for him. 
The diagnosis became much less important once I had it.

The new Downs Syndrome screening seems to me to be on the one hand a safe and non intrusive way of establishing the diagnosis for women who may want to know. Used wisely it could be informative and enlightening. People could establish what they are dealing with and make necessary provision. But and this is a big BUT that would need to be delivered by  a loving hand of realistic and positive information alongside the terribly negative provision currently in place. As things stand right now I beleive most people would feel pressured to end that pregnancy, to have the injection that stops the heart of a viable and beautiful human being. How desperately, desperately sad.

I know a number of young people with Downs Syndrome, none of them are hampered by their diagnosis. They are not suffering. They are though hampered terribly by society's low expectations of them, of their worth. They have few opportunities to work or engage in the day to day running of their communities and lives. They are viewed as 'other'. The child that 'we' would rather not have. It is that that MUST change!

We are a long way from inclusion as far as disability is concerned. We are along way from embracing the wonderful diversity and the exceptional qualities that people who live and learn differently bring to our world.

Until that happens the new Downs Syndrome screening test must be viewed suspiciously, as a threat to a group of individuals that shine a different a light on the world. In my opinion a brighter, clearer and so often healthier one.