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Barbara Hunter Wednesday November 2nd

Barbara Hunter Wednesday November 2nd

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Barbara Hunter Wednesday November 2nd

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  1. Barbara Hunter Wednesday November 2nd Barbara Hunter Thursday October 17th

  2. DCD/DYSPRAXIA Barbara Hunter

  3. What is dyspraxia? • “It is an impairment or immaturity of the organisation of movement. Associated with this there may be problems of language, perception and thought” • It can also be known as Developmental Dyspraxia, Clumsy Child Syndrome, Motor Learning Difficulty…………… • THERE IS NO CURE

  4. “Left to his own devices he will always get his tee shirt on the wrong way; back to front,inside out,anyway but the correct way!”

  5. Superman?!

  6. Background Information • The condition is thought to affect up to 10% of the population in varying degrees • More boys than girls • No one single description,possible contributory factors • No brain damage

  7. Characteristics of DCD • There is always • poor motor planning and co-ordination • poor organisation • There may be problems with • perception • speech and language • behaviour • self esteem • attention/arousal levels • under/over sensitivity

  8. Specific Learning Difficulties Disorder of Attention Movement Perception Aspergers Syndrome Semantic Pragmatic Disorder DCD Dyspraxia ADHD Dyslexia Difficulties with SENSORY INTEGRATION BENDIES FLOPPIES PRAXIS • Lax ligaments • Family tendencies • Can’t do it because their bodies let them down • Don’t move around much • Flat features – drools • Feet collapse over • What to do • How to do it • Processing • information • Balance • Visual & tactile perception

  9. Co- occurrence of disorders • 60% probability that an individual with one condition will have at least one other.(autism,aspergers,semantic pragmatic,attention deficit hyperactivity disorder,dyslexia,dyscalculia) • DAMP(Deficit in Attention,Motor Control and Perception) Combination of DCD and ADHD

  10. How many senses? • 5 x • 7 Other 2 have the most impact on the dyspraxic child • Proprioception • vestibular

  11. Continuum • Walking on ice cold hands-writing • Butterfingers • 2 Left feet • All fingers and thumbs • Bull in a china shop

  12. Physical characteristicsIdentified by Michele Lee • Poor muscle tone • Weak shoulder girdle • Weak pelvic girdle • Poor eye hand and eye foot co-ordination • difficulty crossing midline • Difficulty using both sides of body together

  13. Physical characteristics (cont)Identified by Michele Lee • Poor spatial awareness • Poor proprioception and body awareness • Difficulties with motor planning and motor sequencing

  14. Diagnosis and assessment • Look at the whole child • Standardised tests • Functional assessment • Labels • Health/Education

  15. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood Walking on toes arms move outwards and hands bend at the wrist away from the body

  16. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Walking on heels. • Arms held upwards from the elbow, • hands bend upwards towards the body.

  17. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Walking on insides of feet. • Arms extended behind, hands bend turning away from body.

  18. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Walking on outsides of feet. • Arms bend outwards and wrists turn in.

  19. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Obscure the fingers of one hand and examiner touches 2 simultaneously. • Ask child to point out which fingers are touched. • Child unable to identify fingers.

  20. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Child to sequence each finger against the thumb. Test each hand separately and then try hands together. • Look for associated movement of relaxed hand.

  21. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Demonstrate and ask the child to rotate both wrists simultaneously with the thumbs moving towards and then away from each other. • Can he do it without the elbows moving out?

  22. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Ask the child to balance on each foot. • The child should be able to achieve 10 secs + on each foot.

  23. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Get the child to touch their nose using the index finger, with their eyes shut, using a wide arm movement. (L then R hand) (demo first) • child may find this hard, and use whole hand

  24. Motor Skills ScreeningFrom ‘Developmental Dyspraxia’ - M. Portwood • Ask the child to jump repeatedly with feet together. • Problems will be observed in jumping routine. Elbows held tightly into waist, arms upwards and fists clenched.

  25. Who can help? • Parents/school • G.P.,Paediatricians • Neurologist,educational psychologist counsellor,clinical psychologist • Physiotherapist,occupational therapist • Speech therapist • Outreach teams • Dyspraxia Foundation • Others

  26. What can we do to help? Environment ,teaching and learning differentiation ,support ,resources

  27. Dyspraxia Foundation Physiotherapist SENCo Speech Therapist Doctor Advisory Teacher Occupational Therapist

  28. Severe difficulties Affecting all areas/everyday living Co-morbidity of conditions: Autistic spectrum, ADHD, Dyslexia, General learning difficulties Concerns with: Gross Motor, fine motor, handwriting/recording, organisation, movement around school and home, relationships, self-esteem, self help. Idiosyncrasies /concerns/talents GOOD FOR ALL

  29. Legislation Statemented pupils may have individual programmes Involvement of specialist therapists. Pupils with similar needs get extra support from a range of funding sources: Outside agencies, learning mentors, Excellence in cities, EAZ ‘In house’ organisation- circle time peer tutoring,brain gym,buddy systems Differentiation in the classroom Built into teachers planning SCHOOL DEVELOPMENT PLANNING PERSONAL TARGETS –professional development

  30. Tools of the trade • Environment • The workplace • The Kitbox (the right tool at the right time) • Colour coding • Symbols • Photos • Equipment

  31. Lighting sensory overload noise levels temperature equipment floor covering furniture Audit of working environment groupings

  32. Colour coding prompts