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By Maureen Boon

Dyspraxia is a descriptive time period used for kids who've co-ordination problems. even if many dyspraxic little ones are of ordinary intelligence, they might have hassle organizing or accomplishing stream, conversing sincerely or expressing rules. This paintings starts off via answering the questions frequently asked by way of mom and dad approximately behaviour factors, prognosis and review, sooner than occurring to debate theraputic innovations. Drawing on her broad adventure operating with dyspraxic childrens and liaising with their mainstream faculties, the writer indicates how the theraputic technique can profit this workforce and the way mom and dad and lecturers can actively perform the kid's remedy. details is supplied, in addition to principles for folks and lecturers eager to enhance the kid's routine and language abilites and hence elevate their self-confidence and vanity.

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Getting changed This is another difficult area, as the dyspraxic child is often slow getting changed and may seem totally disorganised. Some useful tips: Have some sort of seating arrangement in the changing room, because it is easier to get changed sitting down and the dyspraxic child is less likely to fall over. Ensure that everyone puts the things they have taken off in a set place – for example, on a chair if they are changing in class, or in a bag or a locker. Ensure that everyone follows a school uniform labelling policy.

If a child has a care manager this person may be a social worker or a community occupational therapist. The appendices may not be with the final Statement because they are usually sent out with the proposed Statement, so you may have to request these from your SENCO or the Education Office. Annual review reports If the Statement is over a year old check to see you have these. If not, check with your SENCO. If the child does not have a Statement, check with your headteacher and SENCO to see if any specialist reports have been received from therapists, educational psychologists or others.

The CDCs normally have nursery teachers, nursery nurses, physiotherapists, speech and language therapists, occupational therapists, social workers and an educational psychologist either working at the centre or available to visit. If the professionals working with the child feel that his needs may be significant enough to necessitate a special school placement or extra provision when he reaches school age, then they will start the procedure described in the Code of Practice (Department for Education 1994a), which may eventually mean the child receives a statement of special educational 1 needs.

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