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Children and Young People’s Service
A responsive County Council providing excellent and efficient local services
Supporting Children and Young People with Co-ordination Difficulties
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
1
Contents
Foreword Professor David Sugden, University of Leeds, p5p7Rationale p9The Leeds Consensus Statement p10
Introduction
Rationale
Definitions and Common Characteristics● An overview of developmental conditions p11-12.● Characteristics you may observe in a pupil with co-
ordination difficulties in school p13-14.
Section One
Frequently Asked Questions● Frequently asked questions with links to the document
p15-18.
Section Two
Section Three Effective Provision and The Inclusive School● Outline procedure p19.● Effective Provision p20.● The Inclusive School p21-22.● Wave Model of Provision p23-25.● Overview of Interventions for Pupils with Co-ordination
difficulties p26-27.
Wave 1● Wave 1 Quality First Teaching p29-30.● Early Years Strategies p31-32.● Promoting Independence Skills p33-35.● Reading and Recording p37-42.● Assistive Technology p43-44.● Supporting Numeracy p45-46.● Movement and Mobility p47-49.● Communication, Social and Emotional Difficulties p51-52.● Sensory Regulation Difficulties p53-55.● Inclusive P.E. p57.● Extended Schools p59.
Section Four
Wave 2● Wave 2 introduction p61.● Wave 2 Interventions p62-64.
Section Five
Wave 3● Wave 3 Developing Skills p65-66.● Goal Directed Learning using Cognitive Strategies p67-68.● Examination Access Arrangements p69.
Section Six
Specialist and Individual● Occupational Therapy and Physiotherapy Support p71.● Specialist Assessment p72.
Section Seven
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
2
Contents (Continued)
Section Eight
Section Nine
Section Ten
Pupils, Parents and Carers● Pupil Participation - involving pupils in their own learning
p73-75.● Pupil Questionnaire 1 p76-77.● Pupil Questionnaire 2 p78-79.● Pupil Questionnaire 3 p80-81.● Parents/Carers as Partners p82.● Parental Questionnaire p83-86.
Assessments● Checklist 1 Initial Observations p97.● Checklist 2a - Fine Motor/Handwriting p98.● Gross Motor/Multi-Skills 2b p99-100.● Teacher Questionnaire p101-104.● Walking/Running/Crawling p105.● Balancing p106.● Jumping Assessment p107.● Throwing and Catching Assessment p108.● Visual Perception Assessment - mazes p109-122.● Crossing the Mid-line p123.● Fine Motor Skills p124-136.
Appendix One
Wave 1 and 2● Co-ordination Difficulties Awareness (School Audit) p137.● Successful Transition (School Audit) p138.● Developing Keyboard Skills p139.● Social Stories p140.● Promoting Organisational Skills in the Secondary School
p141.● Pupil Organisational Skills Questionnaire p142-44.● School Organisational Skills Questionnaire p145-146.
Appendix Two
A Motor Skills Programme● Intervention Programme Planning Sheet p147.● Activities to support development of gross motor skills:
1 Balance p148.2 Visual Tracking p149.3 Trunk Stability p150-151.4 Bi-lateral Integration p152.5 Strengthening Shoulder Girdle p153-154.6 Proprioception p155-156.
Appendix Three
Self-Esteem● Developing Self-Esteem p87-91.
Managing Transitions● Managing Transitions p93-95.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
3
Contents (Continued)
Appendix Three(Continued)
Appendix Four
A Motor Skills Programme (Continued)● Fine Motor Skills Resources p157-159.● Activities to support pupils with Verbal Dyspraxia p160.
Handwriting Support● Beginning to teach handwriting p161-163.● Handwriting Assessment p164.● Improving Handwriting - a checklist p165.● Handwriting Exercises for Pupils p166-167.● Handwriting Reminders p168.● Handwriting Pupil Questionnaire p169.● Record sheet for letter formation p170.● Record sheet for letter joins p171-172.● Writing Numbers p173.
Appendix Five
● Classroom/Further Resources p185-188.● Handwriting Resources p189.● Suppliers p190-192.
Resources
● p193-194.Glossary
More In-depth Information● Overview of common characteristics p175.● Speech and language difficulties p176.● Verbal dyspraxia p177-178.● Sensory processing and sensory modulation p179-182.● Visual and Perceptual Difficulties p183-184.
● p195-196.Further Reading
● p197-199.References
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
4
David SugdenProfessor of Special Needs in Education, University of Leeds
I am very pleased to find a Local Authority developing resource materials for children/youngpeople with co-ordination difficulties, a group of children/young people who until recently havenot been given the attention they deserve. Now with this resource the teachers, teachingassistants and other professionals in North Yorkshire can have confidence in working withthese children/young people. If one takes the daily life of any individual it is hard to think of anypart of it that does not involve some form of movement activity. From getting up in the morningand the self-care skills that go along with preparing for the day-washing, dressing, feeding, tothe organisation of materials for school, through to writing and other manual activities in theclassroom and recreational activities in the gym, in the playground and outside of school, thewhole day is filled with movement. Thus a child/young person who has co-ordination difficultiesenough to interfere with these activities is at an acute disadvantage.
This resource package is very well-designed and filled with good practical activities. It linkswith Every Child Matters and has the laudable aims of increasing schoolsʼ capacity to workwith children/young people showing co-ordination difficulties, supporting staff in theidentification, assessment and intervention process and presenting a viable structure in whichthese processes can be based. The division of the levels of approach into Waves is foundedon good research in the movement domain with the levels of intervention starting with QualityFirst Teaching, moving through to Catch-Up Programme and finally Additional and Different.This type of approach also has strong research foundations in other areas such as readingwith the Response to Intervention approach, involving three tiers or levels of intervention beingvery popular in the USA. It is not only logical in the sense of starting with quality teaching andmoving up in intensity as the situation demands, it also makes good administrative sensethrough the efficient use of resources with specialists only being brought in if and whenrequired.
Children/young people with co-ordination difficulties obviously have movement problems as thecore area to be addressed and this resource examines and provides for this in detail. However,it is also well-known that they also have a number of co-occurring difficulties in the language,attention, behaviour, self-concept and cognitive domains and it is pleasing to see theseaddressed in this resource. One has only to work with two children/young people with co-ordination difficulties: one with an associated attention problem and one without, to realise thepractical implications of these co-occurring problems. This resource addresses these co-occurring difficulties thus ensuring that the whole child/young person is being addressed notjust one part. It does this by providing strong practical advice for face-to-face teaching and alsofor the organisation of the school to ensure that it is inclusive for all children/young people.Finally, we know that in order to achieve success in working with any child/young personshowing difficulties, it is essential to work with parents and families and the children/youngpeople themselves and it is good to see relevant sections in the resource devoted to this.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
5
Foreword
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
6
Inclusive education is a key strategic aim of North YorkshireCounty Council Local Authority. The LA is committed to ensuringthat all pupils, regardless of their circumstances, are given equalopportunity to achieve essential life skills and the five statutorywell-being outcomes defined in Every Child Matters (2003). Toenable pupils to acquire these necessary skills: being able tocommunicate effectively, solve problems and learn collaboratively,for example, they need access to quality education, care andsupport.
Removing the barriers created by a learning difficulty or disabilityand ensuring that good practice is embedded within alleducational establishments, requires strong collaborative workand understanding between the providers of educational andsocial opportunities. The NYCC ʻMotor Co-ordination DifficultiesAction Groupʼ, incorporating staff from the NHS Health Trusts,Access and Inclusion and schools/settings representing all agegroups, have produced this guidance to highlight the needs of apotentially vulnerable group of pupils; those with co-ordinationdifficulties. This is taken broadly to include all those pupils whosemotor co-ordination skills are below the level that might beexpected for their age, and which cannot be accounted for byillness or injury.
The document incorporates the requirements of the Code ofPractice for Special Educational Needs (2001) and the DisabilityDiscrimination Act (2005), outlining for example, the ʻreasonableadjustments that can be made for pupils with DCDʼ. It also takesinto account the findings of the Leeds Consensus Statement(2006) which was based on the growing research into pupils withco-ordination difficulties.
It is hoped that this guidance will provide a framework to helpschools and parents support pupils who show signs of co-ordination difficulties and provide an insight into high qualityteaching and learning for all pupils.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
7
Introduction
“Inclusion is concernedwith the identification andremoval of barriers to the‘presence, participationand achievement of all
children and youngpeople’ ” (NYCC 2007).
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
8
The aims of the document ʻSupporting Children and YoungPeople with Co-ordination Difficultiesʼ are:
1. To promote the learning, achievement and well-being ofchildren and young people with co-ordination difficultiesso that all pupils attain the five statutory outcomesoutlined in ʻEvery Child Matters (2003)ʼ i.e. be safe, behealthy, enjoy and achieve, make a positive contributionand achieve economic well-being.
2. To enhance the capacity of schools and settings acrossNorth Yorkshire for pupils with co-ordination difficultiesand to promote greater consistency of approach.
3. To further develop the awareness, expertise andconfidence of staff when working with pupils who have co-ordination difficulties.
The document aims to support this by providing informationabout:
● The identification and assessment of co-ordinationdifficulties.
● How to create a school or setting that is inclusive forthose with co-ordination difficulties throughidentifying potential barriers to learning andillustrating how these could be addressed andovercome.
● Approaches, materials and resources (using theWave model) which increase curriculum access andenable staff in schools or settings to support pupilswith co-ordination difficulties to reach their potential.
● The North Yorkshire referral procedure for schoolsand settings to use in order to seek additional adviceand support for pupils with co-ordination difficulties.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
9
Rationale
“Every child has a right toearly identification andtimely intervention to
improve functionalperformance and preventsecondary and tertiary
problems.”Polatajko et al
(1995)
The Leeds Consensus Statement (2006) stated thatintervention approaches should:
● Contain functional activities that are relevant to dailyliving and meaningful to the child, parent, teachers andothers. These should be based on accurateassessment and aim to improve the child’s motorfunctions plus other attributes such as self-esteem andconfidence.
● Involve the child’s wishes as key parts of theintervention process. This will usually includeidentifying functional tasks, choosing priorities,establishing targets for success and engaging inmonitoring their own progress.
● Involve a number of individuals who can contribute -parents, teachers, health professionals, coaches andother family members - to enhance generalisation andapplication in the context of everyday life.
● Accommodate the contextual life of the family takinginto account family circumstances such as routines,siblings, finance etc.
● Be evidence-based and grounded in theories that areapplicable to understanding children with DCD. Thesetheories should take into account the nature of thelearning process in the developing child, the structureof the task and the environmental conditions thatsupport skill acquisition.
The London (Ontario) Consensus Statement - Polatajko et al(1995) was written with the aim of highlighting the existence ofDevelopmental Co-ordination Disorder (DCD), providing a clearpicture of the disorder and contributing to the standarisation ofpublished research.
The Leeds Consensus Statement (2006) provided the opportunityto revisit, revise and produce a new consensus statement. Theinformation in this document takes into account the findings of theconsensus and is based on an awareness of the growingresearch into this condition.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
10
The children/youngpeople referred to inthis document have
a wide range ofco-ordination difficulties,
they could includechildren with a
diagnosis ofdevelopmental
co-ordination disorder.
Section 1
Definitions and Common Characteristics
‘It is important for teachers, when theyobserve behavioural difficulties in children, to
also observe for possible movementdifficulties. Through classroom observationsand communication of concerns regarding
both motor and behavioural problems,teachers can ensure that the needs of
children are recognized and addressed.’
Rivard, Missiuna, Hanna and Wishart (2007)
Supporting Children & Young People withCo-ordination Difficulties
Co-ordination Difficulties
This term is used when a child/young person has difficulty with co-ordination - for example, often bumping into things, tripping,dropping or breaking items, or struggling with learning new orcomplex skills such as handwriting, bike-riding and managingfastenings, scissors and so on. There is a very wide variation inthe normal range of physical ability with athletic people at one endof the spectrum and those with co-ordination difficulties at theother end. Many people have difficulties with co-ordination -especially when tired or anxious. Children/young people havebeen noticed to have more difficulties after a growth spurt orduring adolescence. It is often preferable to use this term toindicate that a child/young person may need special considerationor help in certain areas than to label the difficulties.
Developmental Co-ordination Disorder
A child/young person shows evidence of Developmental Co-ordination Disorder (DCD) when they lack the motor co-ordinationnecessary to perform tasks that are considered to be appropriatefor his/her age, given normal intellectual ability and the absenceof other neurological disorders (American Psychiatric Association,1994). A child/young person may demonstrate significant difficultywith self-care tasks (e.g. dressing, using utensils); with academictasks (e.g. handwriting, organising class work, P.E.); with leisureactivities (e.g. sports, playground activities, social interaction); orwith a combination of the above. Any diagnosis is made by adoctor, usually a paediatrician, but this rarely occurs before thechild is 5 years of age.
Verbal Dyspraxia
Children/young people with developmental verbal dyspraxia havedifficulty in making and co-ordinating the precise movementsrequired for the production of clear speech, but there is noevidence of damage to nerves or muscles. They have difficulty inproducing individual speech sounds and in sequencing soundstogether in words.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
11
Definitions
“Movement is afundamental componentof human life with theability to make precise
and controlledmovements being so
much part of daily living.”Chambers and Sugden
(2006)
Hypermobility Syndrome
Hypermobility is also sometimes known as ʻligamentous laxityʼ.Ligaments are the fibrous bands that hold our joints together, andif they are lax the person has an above-average amount ofmovement in the affected joints. This can cause difficulties. Forexample, lax joints in the feet, ankles and/or knees can cause achild to frequently trip up, to have difficulties with balance orstanding still. If the joints of the hands and fingers or thumb areaffected, it may be difficult to grasp and control a pencil wellenough to write.
Gross Motor Skills Difficulties
A motor skill is an action that involves the movement of muscles inyour body. Gross motor skills are larger movements involving thearm, leg, or feet muscles or the entire body - things like crawling,running, and jumping are gross motor skills.
Fine Motor Skills Difficulties
Fine motor skills involve the small muscles of the body. They areimportant in most school activities as well as in life in general.Weaknesses in fine motor skills can affect a child/young personʼsability to eat, write legibly, use a computer, turn pages in a book,and perform personal care tasks such as dressing.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
12
“It is not the label whichinforms practice, but an
understanding of thefactors that have led tothe diagnosis, and thestrategies which can beused to help meet theneeds of the child.”
Kirby (1999)
Definitions (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
13
Common CharacteristicsC
hara
cter
isti
cs Y
ou
May
Ob
serv
e A
t S
cho
ol
EA
CH
IND
IVID
UA
L H
AS
A U
NIQ
UE
PR
OFI
LE O
F S
TR
EN
GT
HS
AN
D W
EA
KN
ES
SE
S -
NO
TW
O IN
DIV
IDU
ALS
PR
ES
EN
T W
ITH
TH
E S
AM
E S
IGN
S
Co-ordination difficulties may be displayed in some or all thefollowing areas:
● gross motor skills;
● fine motor skills;
● motor organisation;
● visual perception;
● auditory perception;
● speech and language (articulation and organisation);
● learning and memory;
● emotion, behaviour and social.
These can result in the following:
● Weak PE/Games skills e.g. difficulty throwing orcatching a ball, stands out as different in PE.
● Poor handwriting skills (letter formation/wordspacing/colouring).
● Difficulties with scissors and other school equipment.
● Difficulties with dressing, tying shoe laces, buttons.
● Organisational difficulties (time, possessions).
● Difficulties with directions, right and left.
● Planning and layout of work may be poor.
● Difficulty recalling and remembering a short sequenceof instructions.
● Low self-esteem and confidence.
● Difficulties ʻsitting/standing stillʼ and moving around theclassroom.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
14
Characteristics of Children and Young People withCo-ordination Difficulties
Not all characteristics willbe found in every child,
each child will have theirown individual profile.
Addy (2003)
Section 2
Frequently Asked Questions
Children with movement problems identified at an early age may benefit fromintervention that includes the education ofteachers and parents about how to make
tasks easier for them.
Missiuna, Rivard, & Pollock (2004)
Supporting Children & Young People withCo-ordination Difficulties
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
15
Frequently Asked QuestionsFr
eque
ntly
Ask
edQ
uest
ions
(FA
Qs)
Wha
t is
the
diff
eren
ce b
etw
een
Dys
pra
xia
and
DC
D?
Ans
wer
sR
elev
ant
sect
ions
in t
his
do
cum
ent
The
rec
lass
ifica
tion
of D
yspr
axia
as
Dev
elop
men
tal C
o-or
dina
tion
Dis
orde
r(D
CD
) in
198
7 by
the
Am
eric
an P
sych
iatr
ic A
ssoc
iatio
n (A
PA
), (
1987
,19
94)
in a
bid
to p
rovi
de a
com
mon
term
for
rese
arch
ers
to u
se.
Dev
elop
men
tal C
o-or
dina
tion
Dis
orde
r (D
CD
) is
the
pref
erre
d di
agno
stic
term
end
orse
d by
Inte
rnat
iona
l Con
sens
us S
tate
men
t, Lo
ndon
Ont
ario
(199
5),a
nd th
e Le
eds
Con
sens
us S
tate
men
t (20
06)
http
:/ww
w.d
cd-u
k.or
g/T
he te
rm D
yspr
axia
is s
till i
n co
mm
on u
sage
.
The
chi
ldre
n/yo
ung
peop
le r
efer
red
to in
this
doc
umen
t hav
e a
wid
era
nge
of c
o-or
dina
tion
diffi
culti
es, t
hey
coul
d in
clud
e ch
ildre
n w
ith a
diag
nosi
s of
Dev
elop
men
tal C
o-or
dina
tion
Dis
orde
r (D
CD
).
Dev
elop
men
tal C
o-or
dina
tion
Dis
orde
r af
fect
s 6-
10%
(D
SM
-IV
-TR
) in
the
5-11
yea
rs a
ge r
ange
, alth
ough
mor
e re
cent
res
earc
h ha
s gi
ven
ahi
gher
figu
re o
f 5-1
5 %
(W
ilson
, 200
5). D
CD
is r
ecog
nise
d ac
ross
cultu
re, r
ace,
soc
io-e
cono
mic
sta
tus
and
gend
er; h
owev
er m
ore
boys
have
the
cond
ition
in th
e ra
tio o
f 3:1
(S
ugde
n &
Hen
ders
on, 1
994)
.
Ho
w m
any
child
ren/
youn
gp
eop
le a
re a
ffec
ted
by
DC
D?
Can
it o
ccur
wit
ho
ther
co
ndit
ions
?
Ho
w w
oul
d o
nere
cog
nise
a c
hild
wit
h co
-ord
inat
ion
diff
icul
ties
?
Sec
tion
1D
efin
ition
s an
d C
omm
onC
hara
cter
istic
s p1
1-14
DC
D te
nds
to b
e a
dim
ensi
onal
diff
icul
ty w
ith c
hild
ren
and
youn
g pe
ople
havi
ng a
ssoc
iate
d co
nditi
ons.
Res
earc
hers
hav
e sh
own
DC
D c
o-co
ncur
ring
with
dys
lexi
a, A
DH
D, s
peci
fic la
ngua
ge im
pairm
ents
, aut
ism
,an
d jo
int h
yper
-mob
ility
.
Sec
tion
1D
efin
ition
sC
omm
on c
hara
cter
istic
sp1
1-14
It is
impo
rtan
t to
reco
gnis
e th
at c
hild
ren/
youn
g pe
ople
with
co-
ordi
natio
ndi
fficu
lties
are
a v
ery
mix
ed g
roup
. Som
e m
ay e
xper
ienc
e di
fficu
lties
in a
varie
ty o
f are
as w
hile
oth
ers
may
hav
e pr
oble
ms
only
in s
peci
ficac
tiviti
es.
Sec
tion
1C
omm
on c
hara
cter
istic
sp1
3-14
Sec
tion
4Q
ualit
y F
irst T
each
ing
p29
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
16
Frequently Asked QuestionsFr
eque
ntly
Ask
edQ
uest
ions
(FA
Qs)
Wha
t ar
e th
ep
hysi
cal
char
acte
rist
ics
of
ach
ild/y
oun
g p
erso
nw
ith
co-o
rdin
atio
nd
iffic
ulti
es?
Ans
wer
sR
elev
ant
sect
ions
in t
his
do
cum
ent
May
app
ear
to b
e cl
umsy
or
awkw
ard
in h
is/h
er m
ovem
ents
. S/h
e m
aybu
mp
into
, spi
ll, o
r kn
ock
thin
gs o
ver
and
have
pro
blem
s w
ith b
alan
ce.
S/h
e m
ay e
xper
ienc
e di
fficu
lty w
ith g
ross
mot
or (
who
le b
ody)
or
fine
mot
or (
use
of h
ands
) sk
ills,
or
both
.
May
be
dela
yed
in a
ttain
ing
skill
s su
ch a
s dr
essi
ng o
r rid
ing
a bi
cycl
ean
d ne
w m
otor
ski
lls m
ay b
e di
fficu
lt to
lear
n. T
here
may
be
a pa
rtic
ular
diffi
culty
with
ski
lls th
at r
equi
re th
e co
-ord
inat
ed u
se o
f bot
h si
des
of th
ebo
dy, s
uch
as c
uttin
g w
ith s
ciss
ors,
usi
ng a
kni
fe a
nd fo
rk, a
nd ty
ing
shoe
lace
s. T
here
may
als
o be
diff
icul
ty w
ith o
rgan
isin
g th
e m
ovem
ents
of p
arts
of t
he b
ody
that
he/
she
cann
ot s
ee s
uch
as c
o-or
dina
ting
thei
rle
gs w
hen
swim
min
g.
Ver
y lik
ely
to h
ave
diffi
culty
with
han
dwrit
ing.
Thi
s sk
ill in
volv
esco
ntin
ually
inte
rpre
ting
feed
back
abo
ut th
e m
ovem
ents
of t
he h
and
whi
lepl
anni
ng n
ew m
ovem
ents
, and
is a
ver
y di
fficu
lt ta
sk fo
r m
ost w
ith c
o-or
dina
tion
diffi
culti
es.
Are
the
re a
nyem
oti
ona
l/b
ehav
iour
alch
arac
teri
stic
s?
Sec
tion
1C
omm
on c
hara
cter
istic
sp1
3-14
Sec
tion
4Q
ualit
y F
irst T
each
ing
p29-
59
Bec
ause
mot
or s
kills
can
be
very
diff
icul
t and
req
uire
mor
e ef
fort
for
ach
ild/y
oung
per
son
with
co-
ordi
natio
n di
fficu
lties
, rep
eate
d fa
ilure
isex
perie
nced
, and
they
may
tire
bec
ause
of t
he e
ffort
nee
ded.
Thi
s m
ayca
use
them
to a
void
par
ticip
atin
g in
mot
or ta
sks.
The
y m
ay a
lso
expe
rienc
e lo
w s
elf-
este
em a
nd b
ecom
e fr
ustr
ated
eas
ily.
The
chi
ld/y
oung
per
son
may
avo
id s
ocia
lisin
g w
ith p
eers
, par
ticul
arly
on
the
play
grou
nd. S
ome
will
see
k ou
t you
nger
chi
ldre
n to
pla
y w
ith w
hile
othe
rs w
ill g
o of
f on
thei
r ow
n. T
his
may
be
due
to d
ecre
ased
sel
f-co
nfid
ence
or
avoi
danc
e of
phy
sica
l act
iviti
es.
The
chi
ld/y
oung
per
son
may
be
resi
stan
t to
chan
ges
in h
is/h
er r
outin
e or
in th
e en
viro
nmen
t. If
they
hav
e to
exp
end
a lo
t of e
ffort
to p
lan
a ta
sk,
then
eve
n a
smal
l cha
nge
in h
ow it
is to
be
perf
orm
ed m
ay p
rese
nt a
larg
e pr
oble
m.
Sec
tion
1C
omm
on c
hara
cter
istic
sp1
3-14
Sec
tion
4C
omm
unic
atio
n S
ocia
l and
Em
otio
nal D
iffic
ultie
sp5
1-52
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
17
Frequently Asked QuestionsFr
eque
ntly
Ask
edQ
uest
ions
(FA
Qs)
Are
the
re a
nyem
oti
ona
l/b
ehav
iour
alch
arac
teri
stic
s?co
nti
nu
ed
Ans
wer
sR
elev
ant
sect
ions
in t
his
do
cum
ent
Pup
ils m
ay h
ave
diffi
culty
with
writ
ing
legi
bly,
or
at a
n ac
cept
able
spe
ed,
so th
at th
ey d
o no
t sho
w th
eir
true
und
erst
andi
ng o
f a s
ubje
ct.
Org
anis
atio
n m
ay b
e a
diffi
culty
. Thi
s ca
n af
fect
thei
r w
hole
life
and
may
incl
ude
fact
ors
such
as
plac
ing
wor
k ap
prop
riate
ly o
n a
page
,re
mem
berin
g th
eir
PE
kit,
writ
ing
dow
n ho
mew
ork
befo
re th
e en
d of
the
less
on.
Wha
t is
the
bes
t w
ayto
sup
po
rt t
hose
wit
h co
-ord
inat
ion
diff
icul
ties
?
Res
earc
h su
gges
ts th
at th
ose
with
co-
ordi
natio
n di
fficu
lties
not
onl
yw
arra
nt in
terv
entio
n, b
ut w
hen
give
n th
e rig
ht in
terv
entio
n, c
an g
reat
lybe
nefit
from
it. M
andi
ch e
t al (
2003
) po
int o
ut th
at w
hen
child
ren/
youn
gpe
ople
get
trea
tmen
t the
y ca
n ga
in c
ompe
tenc
e in
impo
rtan
t eve
ryda
yac
tiviti
es a
nd th
eir
co-o
rdin
atio
n di
fficu
lties
can
beg
in to
be
reve
rsed
.
Man
dich
et a
l (20
01)
also
foun
d th
at th
ere
is c
urre
ntly
littl
e ev
iden
ce to
supp
ort t
he u
se o
f one
trea
tmen
t ove
r an
othe
r. H
owev
er, s
ome
rese
arch
has
indi
cate
d go
od r
esul
ts fr
om p
roce
ss-o
rient
ated
trea
tmen
ts (
Wils
on20
05)
whe
re th
e m
ain
obje
ctiv
es a
re fo
cuse
d on
ski
lls a
cqui
sitio
n.N
eim
eije
r et
al (
2003
) fo
und
that
a c
ombi
natio
n of
sha
ring
know
ledg
ean
d pr
ovid
ing
and
aski
ng fo
r fe
edba
ck h
elpe
d ch
ildre
n un
ders
tand
how
to m
ove
thei
r bo
dies
suc
cess
fully
.
Sec
tion
3E
ffect
ive
prov
isio
n
Sec
tion
4Q
ualit
y F
irst T
each
ing
Sec
tion
6W
ave
3G
oal D
irect
ed le
arni
ngus
ing
C.S
. p67
-68
Ho
w d
oes
co-o
rdin
atio
nd
iffic
ulti
es a
ffec
tse
lf-es
teem
?
Chi
ldre
n/yo
ung
peop
le w
ith c
o-or
dina
tion
diffi
culti
es o
ften
put a
gre
atde
al o
f effo
rt in
to a
task
but
may
stil
l ach
ieve
an
unsa
tisfa
ctor
y re
sult.
Whe
n th
is h
appe
ns r
epea
tedl
y an
d th
eir
diffi
culti
es a
re n
ot u
nder
stoo
d, it
can
lead
to lo
w s
elf-
este
em (
Dix
on &
Add
y 20
04).
In a
sm
all s
tudy
carr
ied
out b
y W
atso
n &
Kno
tt (2
006)
it w
as fo
und
that
thos
e w
ith c
o-or
dina
tion
diffi
culti
es d
id n
ot h
ave
low
er g
loba
l sel
f-es
teem
than
aco
mpa
rison
gro
up o
f typ
ical
ly d
evel
opin
g ch
ildre
n/yo
ung
peop
le, b
utth
ere
wer
e di
ffere
nces
in th
eir
copy
ing
stra
tegi
es in
that
they
tend
ed to
be m
ore
pass
ive
and
avoi
dant
of t
asks
they
per
ceiv
ed a
s di
fficu
lt.
Sec
tion
4Q
ualit
y F
irst T
each
ing
p29-
59
Sec
tion
9S
elf-
este
em p
87-9
1
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
18
Frequently Asked QuestionsFr
eque
ntly
Ask
edQ
uest
ions
(FA
Qs)
Wha
t ro
le c
ansc
hoo
ls p
lay
insu
pp
ort
ing
child
ren/
youn
gp
eop
le w
ith
co-
ord
inat
ion
diff
icul
ties
?
Ans
wer
sR
elev
ant
sect
ions
in t
his
do
cum
ent
A n
umbe
r of
res
earc
hers
, e.g
.Kirb
y (1
999)
hig
hlig
hted
the
impo
rtan
ce o
fth
e pa
rtne
rshi
p be
twee
n he
alth
pro
fess
iona
ls, s
choo
l and
the
fam
ily.
Sta
fford
(20
00)
focu
ses
on th
e im
port
ance
of t
he s
choo
lʼs r
ole
inas
sess
ing
prov
idin
g in
terv
entio
n fo
r ch
ildre
nʼs
inef
ficie
nt m
otor
perf
orm
ance
. Sug
den
& C
ham
bers
(20
03)
high
light
ed th
e ro
le o
f par
ents
and
teac
hers
in th
e in
terv
entio
n of
chi
ldre
n/yo
ung
peop
le w
ith c
o-or
dina
tion
diffi
culti
es. I
n th
eir
stud
y th
ey c
oncl
uded
that
bot
h te
ache
rsan
d pa
rent
s w
ere
able
to p
rovi
de e
ffect
ive
inte
rven
tion
for
the
maj
ority
of
thes
e in
divi
dual
s.
Bec
ause
co-
ordi
natio
n di
fficu
lties
can
cau
se d
iffic
ultie
s in
a v
arie
ty o
far
eas,
and
may
occ
ur w
ith o
ther
con
ditio
ns, i
t is
nece
ssar
y fo
r ea
chch
ild/y
oung
per
son
to h
ave
an in
divi
dual
ass
essm
ent.
A d
octo
r w
illas
sess
the
child
/you
ng p
erso
n fir
st to
rul
e ou
t oth
er c
ondi
tions
that
may
initi
ally
app
ear
sim
ilar
to c
o-or
dina
tion
diffi
culti
es.
Do
chi
ldre
n/yo
ung
peo
ple
wit
hco
-ord
inat
ion
diff
icul
ties
nee
d a
nin
div
idua
las
sess
men
t?
Sec
tion
3 p1
9-27
Effe
ctiv
e P
rovi
sion
Incl
usiv
e S
choo
ls
Sec
tion
4W
ave
1S
ectio
n 10
Man
agin
g Tr
ansi
tions
p93-
95A
ppen
dix
2S
choo
l Aud
it p1
37
Sec
tion
3O
utlin
e P
roce
dure
p19
Sec
tion
7
Spe
cial
ist
and
Indi
vidu
alp7
1-72
Ho
w s
oo
n d
oes
ach
ild/y
oun
g p
erso
nne
ed t
o b
e as
sess
edb
y an
Occ
upat
iona
lT
hera
pis
t?
The
re m
ay b
e re
ason
s w
hy a
chi
ld/y
oung
per
son
has
prob
lem
s w
ithm
otor
act
iviti
es. T
hey
may
lack
exp
erie
nce
with
cer
tain
task
s, th
ey m
ayha
ve o
pted
out
of s
ome
activ
ities
bec
ause
of t
heir
tem
pera
men
t or
they
may
eve
n ha
ve p
robl
ems
with
thei
r ey
esig
ht. O
nce
a ch
ild/y
oung
per
son
has
been
sho
wn
how
to a
chie
ve s
kills
acc
ordi
ng to
thei
r le
arni
ng s
tyle
and
has
been
giv
en ti
me
to p
ract
ice
activ
ities
but
stil
l exp
erie
nces
diffi
culti
es, t
hen
it is
app
ropr
iate
for
them
to b
e as
sess
ed b
y an
O.T
.
Sec
tion
3O
utlin
e P
roce
dure
p19
Wav
e M
odel
of P
rovi
sion
p23-
25
Section 3
Effective Provision and The Inclusive School
If schools are concerned with thedevelopment of `the whole child`......children’s movement skills should beassessed on entry to school and be
monitored at regular intervals thereafter.
Stafford, (2000)
Supporting Children & Young People withCo-ordination Difficulties
OUTLINE PROCEDURE FOR SUPPORTING PUPILS IN SCHOOL WHO ARE PRESENTINGWITH MOTOR SKILL DIFFICULTIES including DEVELOPMENTAL CO-ORDINATION
DISORDER (DCD)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
19
Outline Procedure
DCD/Motor Co-ordination Difficulties Friendly Schoolincludes
Good Quality First Teaching including range of strategies/resourses(classroom and PE) to support all pupils.
Concerns raised aboutco-ordination/motorskills
Assessment throughchecklists, observations etc.
School intervention/motorprogrammes/personalised
plan/IEP/differentiatedPE/classroom strategies and
resources.
Review
HealthSchool Medical Service
Family Doctor
Senior Medical Officer
Physiotherapist/Occupational Therapist
Making progress -continue programme/support or stop and
monitor
Not makingprogress - after 2reviews/2 terms
Outside Agencies
Health adviceSchool
Nurse/Doctor
School StaffAssessment (baseline)
ParentsOutside Agencies
Early and detailed assessment of co-ordination problems enableschildren/young people to be given support and appropriateintervention. Practice in North Yorkshire schools has shown thatappropriate interventions based on detailed assessment allowsthem to gain new skills and reduce the impact co-ordinationdifficulties have on their everyday lives.
Assessments allow practitioners to look at specific skills andabilities in a structured way and this helps to identify areas wherea child/young person needs support to develop. Pupil, parent andteacher questionnaires provide additional information that can beused to plan effective provision.
The Outline Procedure diagram on page 19 outlines therecommended processes involved in supporting a pupil with co-ordination difficulties in North Yorkshire. What follows is anoverview of the process identifying key assessments andinterventions with links to other parts of the document.
Most children/young people needs should be addressed throughQuality First Teaching which would include differentiation withinthe classroom and P.E. as well as adaptations to the environment.However, for a few pupils who have more significant difficultiesthis outline procedure provides the steps by which schools,parents and outside agencies can ensure appropriate provisionfor individuals.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
20
Effective Provision
“For intervention to beeffective children need to
be accurately andconsistently identified and
assessed.”Chambers and Sugden
(2006)
The North Yorkshire Inclusion Mark (2007) describes an inclusiveschool as being one where all children/young people should learntogether regardless of any ʻdifficulties or differencesʼ. Focusing onʻpresence, participation and achievement,ʼ it goes on to state thatthose with special needs should be accommodated within a child-centred pedagogy that is capable of meeting their needs. Groomand Rose (2005) identified the following as being key features ofan inclusive school:
● a positive school ethos;
● an enriched curriculum;
● involvement of parents/carers at different levels;
● an understanding of the needs of the child/youngperson;
● engendering a belief that children/young people havethe capacity to change;
● setting realistic targets for achievement;
● celebrating success.
An Inclusive school supports all children and young peopleincluding those with co-ordination difficulties by:
1. Transferring the schoolʼs SEN policy into practice in allcurriculum areas and through its development plans.
2. Adapting the learning environment to meet theindividual needs of all.
3. Providing all school staff with appropriate training toraise their awareness and understanding of the needsof all.
4. Provision that ensures all pupils have opportunities todevelop and consolidate co-ordination skills throughWave 1 Quality First Teaching, availability of Wave 2 orWave 3 provision as appropriate, and the availability ofExtended School activities.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
21
The Inclusive School
Effective schools areeducationally inclusiveschools. This shows, not
only in theirperformance, but also in
their ethos and theirwillingness to offer newopportunities to pupils
who may haveexperienced previous
difficulties. This does notmean treating all pupilsin the same way. Rather
it involves taking accountof pupils' varied life
experiences and needs.Ofsted (2001)
5. Promoting self-esteem and self-motivation byidentifying opportunities to listen to an individualʼsperspectives on aspects of their learning anddevelopment. Involving pupils in discussions abouttheir own short- and long-term goals, and reflecting onthe most effective strategies.
6. Developing parent/carer involvement through fosteringcommon dialogue and understanding.
7. Providing optimum provision through collaboration withoutside agencies.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
22
The Inclusive School (Continued)
“ Even the mostpedagogically advancedmethods are likely to beineffective in the handsof those who implicitlyor explicitly subscribeto a belief system thatregards some students,
at best as disadvantagedand in need of fixing, or
at worse, as deficientand thereforebeyond fixing.’Ainscow (2002)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
23
Wave Model Of Provision
OT
/Phy
sio
On-
goin
gsu
ppor
t in
scho
ol o
rcl
inic
Firs
t qua
lity
teac
hing
(cl
assr
oom
/sch
ool i
nclu
ding
PE
/Gam
es)
Diff
eren
tiatio
n -
in ta
sks/
uses
of r
esou
rces
e.g
. pen
s/pe
ncils
/pen
cil
grip
s/ra
ised
boa
rds,
sea
ting,
cha
ngin
g fo
r P
E/G
ames
/use
of I
CT
spec
ialis
t &in
divi
dual
Indi
vidu
al/g
roup
pro
gram
mes
e.g
. Jum
p A
head
/Get
Phy
sica
lS
peci
fic h
andw
ritin
g pr
ogra
mm
es e
.g. W
rite
from
the
Sta
rt/S
peed
Up
Per
sona
lised
indi
vidu
al p
rogr
amm
esG
ross
mot
or/fi
ne m
otor
Task
-orie
ntat
ed
1:1
supp
ort s
peci
ficpr
ogra
mm
essp
ecia
list &
indi
vidu
al
targ
eted
vuln
erab
legr
oups
all c
hild
ren
univ
ersa
l
seve
re n
eeds
Wave 1Wave 2Wave 3Wave 4+
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
24
Wave Model Of Provision (Continued)
Wave 1 - Quality First TeachingAction
School develops an inclusive ethosand follows inclusive principles.Classrooms are adapted to takeaccount of any co-ordination issuese.g. classroom furniture is of anappropriate size.
Supported by - interventions and assessments
The SEN Code of Practice (2001)
School completes an audit of theirability to include pupils withco-ordination difficulties.
All pupils are provided withactivities that support and developtheir co-ordination skills.
The Children Act (2004)
The North Yorkshire Inclusion Mark (2007)
Supporting Children and Young People withCo-ordination Difficulties
Supporting Children and Young People withCo-ordination DifficultiesEffective Provision & The Incl. School p11
Wave 1 p29
Pupils with co-ordination difficultiesare identified and monitored.
Characteristics you may observe p13-14
Wave 1 p29
If after two terms of supportthrough Quality First Teaching(Wave 1) the pupil shows continuingdifficulty move to stage 2.
Wave 2 - Catch Up ProgrammesAction
The pupil’s class teacherrecognises that problems with co-ordination skills are adverselyaffecting the individual’s ability toaccess the curriculum. Those withdifficulties who need additional‘catch up’ support are assessed tofind specific needs.
Supported by
The SEN Code of Practice (2001)
The problem is then discussed withthe school SENCo, the pupil’sparents and the pupil. Theinterventions could be included inan Individual Education Plan (IEP).
Following on from the generalchecklist specific assessments maybe carried out pre and postintervention.
Wave 2 p61Checklist 1 p97Checklist 2 p98
Pupils, Parents and Carers p73
Motor Skills Assessments p105
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
25
Wave Model Of Provision (Continued)
Wave 3 - Additional and DifferentAction
The School Action Plus stage of thereferral process follows if theproblems persist or worsen.
Supported by
Any checklists and details ofinterventions are shared withexternal support agencies who maycarry out a further assessment.
Detailed assessments of a pupil’sFine and Gross Motor Skills andVisual Perception are made usingWave 3 assessments.
Motor Skills Assessments
Appendix 3A Motor Skills Programme p147
Schools and outside supportagencies devise an individualpersonal programme that focuseson both skill acquisition and thedevelopment of fine and grossmotor skills.Where there is limited progresswithin two terms, the pupil will thenbe referred to the OccupationalTherapy and Physiotherapy Serviceat a clinic or Child DevelopmentCentre.An Occupational Therapist and/or aPhysiotherapist will make a detailedassessment of the child’s functionalmotor skills.
Specialist and Individual p71-72
If, following the assessment, theOccupational Therapist andPhysiotherapist feel that there aresignificant motor skills difficultiesthey will visit or contact school andadvise on the management of theindividual’s motor difficulties withinthe school environment.
Occupational Therapy and PhysiotherapyServices for Children with DCD p71-72
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
26
Overview of Interventions for Pupils withCo-ordination Difficulties
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
27
Overview of Interventions for Pupils withCo-ordination Difficulties (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
28
Section 4
Wave 1 – Quality First Teaching
Intervention is not just about additionalout-of-class provision. It also includes
reviewing what happens in class to makesure it is appropriately tailored to the
needs of the children.
DfES (2006)
Supporting Children & Young People withCo-ordination Difficulties
This section aims to provide strategies and ideas that create anenvironment in which all pupils can fully participate and achieve.Wave 1 - is a basic entitlement for all pupils and is Quality FirstTeaching.
Factors that form good Wave 1 Provision
Ethos
● There are high expectations of every pupil.● SEAL is embedded in the curriculum.● There is a consistency of approach throughout the school.● Staff have a good understanding of pupilsʼ strengths and
weaknesses and use a problem-solving approach tosupport them.
Environment
● Classrooms are organised and tidy.● All have a clear view of the board and working walls.● There are opportunities in all classrooms to access quiet
and less stimulating areas.
Equipment
● Resources are stored so they are easily accessible to all -labelled carefully with colour-coding.
● Resources for different curriculum areas including P.E.are varied and appropriate for all pupils.
● Furniture is of an appropriate size and height.● Furniture is positioned to allow free flow and easy access.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
29
Wave One - Quality First Teaching
There are severalreasons why in the newmillennium we need to
be developing andresearching models of
intervention that do notpresume to create
change in the child,but, instead, focussolely on changingthe environment.Missiuna (2006)
Teaching Approaches
● Assessment for Learning principles are embedded inpractice.
● Work is differentiated and tasks are modified to allow allto experience success.
● All pupils have the opportunity to record their ideas in avariety of ways.
● Teaching is multi-sensory and takes into account a varietyof learning styles including visual, auditory andkinaesthetic.
● Additional adult support within the classroom is used topromote independent working.
● Centred on personalised learning.
The strategies are linked to observable features of pupils with co-ordination difficulties under the main categories of:
● independence;● movement/mobility;● numeracy;● reading/recording;● communication and social and emotional difficulties;● sensory regulation.
The supporting strategies are based on a strategy called MATCHwhich was devised in Canada by Cheryl Missiuna(www.canchild/ca) and resulted from work with parents, healthprofessionals and teachers.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
30
Children are more likely tolearn successfully if they:
- have their basicphysical needs met;
- fell unthreatened,secure, safe and valued;
- feel a sense of belongingto the group;
- are engaged andmotivated;
- can see the relevance ofwhat they are doing;
- know what outcome isintended;
- can link what they aredoing to otherexperiences;
- understand the task;- have the physical space
and the tools needed;- have access to the
necessary materials;- are not disrupted or
distracted by others;- can work with others or
on their own,depending on the task;
- are guided, taught orhelped in appropriateways at appropriatetimes;
- can practise;- can apply the learning
in both familiar andnew contexts;
- can persevere whenlearning is hard;
- can manage theiremotions if things arenot going well;
- recognise that alllearners make mistakesand mistakes can helpus improve.
DfES (2004)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
31
Early Years Support Strategies
Diff
icul
ty d
rink
ing
: ●
thro
ugh
stra
w;
●o
pen
cup
s.
Wha
t yo
u m
ight
see
. . .
.
Mes
sy E
ater
Teac
hing
Str
ateg
ies
to S
upp
ort
Try
diffe
rent
text
ures
of f
ood.
Teac
h lic
king
100
s an
d 10
00s
arou
nd m
outh
on
lolli
es.
Lip
prin
ting.
Imita
tion
of m
outh
mov
emen
ts, p
ull f
aces
.B
low
ing
suck
ing
exer
cise
s, b
low
ing
ping
-pon
g ba
lls, b
low
ing
pain
t fea
ther
s, ti
ssue
pap
er,
bubb
les,
can
dles
etc
.Im
itatio
n of
env
ironm
enta
l sou
nds/
anim
al n
oise
s.E
xper
imen
t with
diff
eren
t typ
es o
f cut
lery
.P
rom
ptin
g to
look
at w
hat t
hey
hold
.
Use
wid
er s
traw
, use
long
er/s
hort
er s
traw
s.A
lter
size
of c
up, u
se c
up w
ith h
andl
es. V
ary
amou
nt o
f liq
uid
in c
up.
Dri
bb
les
Do
esn’
t lik
e m
ark
mak
ing
Pro
vide
lots
of d
iffer
ent a
ctiv
ities
.P
rovi
de to
ols
so th
ey c
an p
lay
with
out g
ettin
g m
essy
, gra
dual
ly in
trodu
ce m
ore
mes
s on
han
ds.
Add
toys
they
rea
lly li
ke to
act
ivity
e.g
. mak
e ty
re tr
acks
by
putti
ng c
ars
in th
e pa
int.
Intr
oduc
e m
essy
food
act
iviti
es.
Sup
po
rtin
g P
upils
in t
he E
arly
Yea
rs
As
mes
sy e
ater
.
Lack
of
rang
e o
f vo
cal s
oun
ds
Cop
y sy
mbo
lic s
ound
s –
anim
al s
ound
s, v
ehic
le s
ound
s. P
lay
soun
ds.
Cop
y pu
pilʼs
sou
nds,
join
in to
mak
e a
conv
ersa
tion.
See
Let
ters
and
Sou
nds
for
mor
e id
eas
Do
esn’
t lik
e m
essy
act
ivit
ies
Pro
vide
mar
k m
akin
g on
bot
h ho
rizon
tal a
nd v
ertic
al s
urfa
ces.
Mo
ves
like
a yo
ung
er p
upil
Look
at s
peci
fic s
kills
on
chec
klis
t.P
rovi
de o
ppor
tuni
ties
to c
raw
l, ro
ll, b
alan
ce, c
hang
e fr
om o
ne ty
pe o
f mov
emen
t to
anot
her
e.g.
obs
tacl
e co
urse
, usi
ng tu
nnel
s. R
unni
ng a
void
ing
obst
acle
s, s
topp
ing,
star
ting
and
chan
ging
dire
ctio
n. S
quee
zing
bet
wee
n ob
stac
les.
Par
achu
te g
ames
. Car
ryin
g th
ings
of d
iffer
ing
wei
ghts
.P
ushi
ng a
nd p
ullin
g ga
mes
.D
evel
opm
enta
l Dan
ce P
rogr
amm
e e.
g. J
abad
ao.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
32
Early Years Support Strategies (Continued)
Wal
ks t
hro
ugh
gro
ups
of
pup
ils/o
ver
ob
stac
les
rath
erth
an a
roun
d.
Wha
t yo
u m
ight
see
. . .
.
Mis
jud
ges
dis
tanc
es w
hen
pic
king
up
or
put
ting
do
wn
ob
ject
s.
Teac
hing
Str
ateg
ies
to S
upp
ort
Pro
mpt
look
ing.
Pra
ctic
e ta
king
thin
gs o
ff, r
athe
r th
an o
n e.
g. p
egs
off a
line
.U
se b
igge
r ob
ject
s.T
hrow
ing
gam
es w
ith b
ean
bag
and
cont
aine
r, st
artin
g w
ith d
ropp
ing
into
a v
ery
clos
eco
ntai
ner
and
mov
ing
on to
thro
win
g up
to 1
met
re.
Use
bal
ls w
ith b
ells
in s
o th
ey c
an b
e he
ard
as w
ell a
s se
en.
Obs
tacl
e co
urse
. Mat
eria
ls to
cra
wl u
nder
/ove
r. W
alki
ng th
roug
h th
e ru
ngs
of a
ladd
er/fr
om ty
re to
tyre
.C
arpe
t squ
are/
hoop
to d
efin
e ow
n sp
ace
whe
n si
tting
.
Tir
es q
uick
ly.
Diff
icul
ties
in s
eque
ncin
g r
out
ine
task
s, e
.g. p
utti
ng c
oat
and
sho
es o
n, t
oile
t et
c.
Sit
next
to a
wal
l or
furn
iture
. Allo
w th
em to
lie
dow
n.
Var
y pa
ce a
nd d
iffic
ulty
of a
ctiv
ities
. Mak
e su
re a
ctiv
ities
are
var
ied
so th
at th
ere
is a
sele
ctio
n of
sitt
ing/
mov
ing
activ
ities
.B
e un
ders
tand
ing,
allo
w c
hild
per
sona
l spa
ce, t
hey
may
nee
d to
chi
ll ou
t tim
e or
tim
e ru
nar
ound
. The
y w
ill n
eed
times
whe
n th
ey a
re n
ot d
irect
ed.
Kee
p ta
sks
shor
t so
they
are
abl
e to
fini
sh a
t the
sam
e tim
e as
pee
rs o
r al
low
ext
ra ti
me
but m
ake
sure
they
don
ʼt m
iss
out o
n th
e fu
n ac
tiviti
es.
Lean
s o
n o
ther
s w
hen
sitt
ing
Bre
ak e
ach
activ
ity d
own
into
sm
all t
asks
. Use
bac
kwar
d ch
aini
ng, s
ee w
ww
.can
child
.ca
Take
a s
et o
f pho
togr
aphs
to il
lust
rate
the
step
s ne
eded
, dis
play
in th
e rig
ht s
eque
nce
soth
e ch
ild c
an fo
llow
them
as
they
com
plet
e th
e ta
sk.
Hav
e a
full-
leng
th m
irror
so
they
can
see
them
selv
es.
Diff
icul
ties
get
ting
on
to r
ide-
on
toys
, clim
bin
g e
qui
pm
ent.
Pra
ctic
e ea
ch s
tep
so th
ey k
now
wha
t it f
eels
like
bef
ore
linki
ng s
teps
toge
ther
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
33
Promoting Independence SkillsW
hat
you
mig
ht s
ee .
. . .
Is d
iso
rgan
ised
and
has
diff
icut
lyp
rio
riti
zing
tas
ks.
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Wor
k w
ith p
aren
ts to
incr
ease
inde
pend
ence
ski
lls s
ettin
g re
alis
tic ta
rget
sw
ith a
con
sist
ent a
ppro
ach.
Par
ents
/Car
ers
as P
artn
ers
p82
Que
stio
nnai
re p
83-8
6
Dai
ly c
heck
list t
o pr
epar
e sc
hool
bag
.P
upil
shou
ld b
e in
volv
ed in
gen
erat
ing
the
list.
Ind
epen
den
ce S
kills
Last
to
get
rea
dy
for
PE
/pla
ytim
e.
Org
anis
atio
nal s
kills
in th
e S
econ
dary
Sch
ool p
141
Exp
licitl
y te
ach
orga
nisa
tiona
l ski
lls to
the
clas
s an
d fo
llow
up
with
indi
vidu
al a
sne
eded
.
The
Lea
rnin
g C
halle
nge
p141
Teac
h pu
pil t
o us
e ho
mew
ork
book
/pla
nner
effe
ctiv
ely.
Pro
vide
a m
odel
of h
ow to
prio
ritis
e.
Que
stio
nnai
re p
142-
144
Teac
h al
l pup
ils o
rder
of
dres
sing
/und
ress
ing
e.g.
thro
ugh
rhym
e or
song
.
Labe
l or
prov
ide
visu
al c
ues
for
fron
t/bac
k,le
ft/rig
ht. P
oint
out
how
to u
se la
bels
, log
osor
oth
er m
arke
rs o
n cl
othe
s to
orie
nt th
emco
rrec
tly.
Ove
rvie
w o
f Int
erve
ntio
ns W
AV
E 1
p29
-59
Pro
vide
eno
ugh
spac
e to
dre
ss. P
air
with
am
ore
able
pup
il fo
r he
lp.
Use
bac
kwar
d/fo
rwar
d ch
aini
ng s
trat
egy.
Ena
ble
succ
ess
by h
elpi
ng p
upil
who
isst
rugg
ling
with
som
e st
eps,
exc
ept t
he o
neor
two
they
can
do.
Dis
cuss
fast
enin
g of
clo
thes
and
sho
es w
ithpa
rent
s e.
g. V
elcr
o sh
oes.
At a
qui
et ti
me,
show
how
but
tons
and
oth
er fa
sten
ings
wor
k.
Pup
ils, P
aren
ts a
nd C
arer
s p8
2-86
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
34
Promoting Independence Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Last
to
get
rea
dy
for
PE
/pla
ytim
e.(C
onti
nu
ed)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Pra
ctis
e on
larg
er, l
oose
r ty
pes
of c
loth
ing
first
, in
a po
sitio
n w
here
they
are
eas
y to
reac
h an
d to
see
.
Take
s a
long
tim
e to
eat
lunc
h.
Incl
usiv
e P.
E. p
57W
ave
1 p2
9A
llow
mor
e tim
e fo
r ch
angi
ng. C
ompl
ete
rout
ine
prio
r to
goi
ng h
ome
to a
void
ʻpan
icʼ.
Kee
p en
d of
day
rou
tines
con
sist
ent.
Sug
gest
that
par
ents
pro
vide
eas
y op
enco
ntai
ners
e.g
. pla
stic
juic
e co
ntai
ners
with
pull
up s
traw
, and
dis
cuss
app
ropr
iate
type
and
amou
nt o
f foo
d in
lunc
h bo
xes.
Sea
t in
a po
sitio
n w
ith fe
wer
dis
trac
tions
(qui
eter
are
a aw
ay fr
om th
orou
ghfa
res)
.
Ens
ure
prop
er s
eatin
g (f
eet f
lat o
n flo
or,
chai
r pu
lled
up to
tabl
e).
Mov
emen
t and
Mob
ility
p47
-49
Ens
ure
all s
taff
are
awar
e of
the
supp
ort
the
pupi
l may
nee
d.
Liai
se w
ith p
aren
ts r
e: r
outin
es a
t hom
e et
c.
Ens
ure
the
task
is u
nder
stoo
d by
cue
ing
pupi
l in
and
repe
at in
stru
ctio
ns o
r gi
ve o
neat
a ti
me.
Ens
ure
expe
ctat
ions
of t
he ta
sk a
re w
ell
unde
rsto
od.
The
Incl
usiv
e S
choo
l p21
-22
The
Incl
usiv
e S
choo
l p21
-22
Mes
sy/u
ntid
y ap
pea
ranc
e
Ens
ure
that
the
task
is s
et a
t an
appr
opria
tele
vel f
or c
mpl
etin
g in
the
time
give
n.W
AV
E 1
p29
-59
Rec
ordi
ng P
37-4
2K
eybo
ard
Ski
lls p
139
Rus
hes
thro
ugh
task
s o
r is
unus
ually
slo
w. G
ives
up
eas
ilyd
oes
n’t
com
ple
te t
asks
.
Enc
oura
ge s
elf-
eva
luat
ion,
bot
h of
pro
duct
and
proc
ess.
Pup
il Q
uest
ionn
aire
p76
-81
Enc
oura
ge s
trat
egie
s to
sup
port
inde
pend
ence
- s
elf-
help
ski
lls.
Exh
ibit
ad
ult
dep
end
ency
–‘le
arnt
hel
ple
ssne
ss’.
Pup
il P
artic
ipat
ion
p73-
75
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
35
Promoting Independence Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Exh
ibit
ad
ult
dep
end
ency
–‘le
arnt
hel
ple
ssne
ss’.
(Con
tin
ued
)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
App
ropr
iate
use
of T
As
othe
r ad
ults
in th
ecl
assr
oom
.
Ove
rvie
w o
f Int
erve
ntio
ns p
26-2
7S
ocia
l Sto
ries
p140
Use
of v
isua
l and
writ
ten
prom
pts
e.g.
visu
al ti
met
able
s, s
ocia
l sto
ries.
App
ropr
iate
sto
rage
of c
lass
room
equi
pmen
t. R
esou
rces
wel
l-lab
eled
and
colo
ur-c
oded
.
Use
of a
ctiv
ity a
naly
sis
appr
oach
to b
reak
dow
n ta
sks
into
eas
y st
ages
. Pro
vide
writ
ten
or v
isua
l ste
ps.
Enc
oura
ge p
eer
men
torin
g an
d pa
ired
wor
king
.
Pla
n w
ork
that
take
s in
to a
ccou
nt d
iffer
ent
lear
ning
sty
les
incl
udin
g vi
sual
, aud
itory
and
kina
esth
etic
.
Qua
lity
Firs
t Tea
chin
g p2
9-59
Pup
il P
artic
ipat
ion
p73-
75
Act
iviti
es to
dev
elop
bi-l
ater
al in
tegr
atio
nS
kill-
base
d te
achi
ng o
f spe
cific
ski
lls.
Pup
il an
d P
aren
t que
stio
nnai
res
p76-
86G
oal D
irect
ed T
each
ing
p67-
68B
i-lat
eral
Inte
grat
ion
p152
Diff
icul
ty in
act
ivit
ies
such
as
tyin
g la
ces,
usi
ng c
utle
ry.
Diff
icul
ty in
gen
eral
isin
g i.
e.ad
apti
ng o
ne le
arne
d m
ove
men
tto
ano
ther
sit
uati
on.
Whe
re p
ossi
ble,
sto
re o
bjec
ts in
labe
lled
cont
aine
rs a
nd tr
ain
user
s to
alw
ays
retu
rnth
em. D
evis
e a
plan
for
pers
onal
belo
ngin
gs s
o th
ey c
an b
e fo
und
easi
ly.
Avo
id c
lutte
r in
wor
k ar
ea. E
ncou
rage
habi
ts th
at d
evel
op a
n or
gani
sed
appr
oach
to ta
sks.
Can
’t f
ind
ob
ject
s lo
oke
d f
or
Ove
rvie
w o
f Int
erve
ntio
ns p
26-2
7
Talk
Par
tner
s.P
ositi
ve T
alk
p87-
91
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
36
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
37
Reading and Recording SkillsW
hat
you
mig
ht s
ee .
. . .
Avo
ids
colo
urin
g o
r p
re-w
riti
ngac
tivi
ties
.Im
mat
ure
dra
win
gs.
Dra
win
gs
lack
det
ail.
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Pro
vide
diff
eren
t siz
es/ t
hick
ness
es o
fpe
ncils
/felt
tips.
Cla
ssro
om R
esou
rces
p18
5-18
6
Rea
din
g a
nd R
eco
rdin
g S
kills
Try
to u
se p
enci
l grip
s to
ass
ist w
ith g
rasp
.Le
t the
pup
il ex
perim
ent w
ith d
iffer
ent o
nes.
Cla
ssro
om R
esou
rces
p18
5-18
6
Use
alte
rnat
ive
med
ia e
.g. p
aint
brus
h an
dw
ater
, ind
ivid
ual w
hite
boar
ds, s
and
tray
san
d ge
l boa
rds
etc.
Cla
ssro
om R
esou
rces
p18
5-18
6
Cop
ying
eac
h ot
herʼs
dra
win
gs th
roug
htu
rn-t
akin
g ga
mes
, gra
dual
ly in
trod
ucin
gch
ild to
mor
e m
atur
e m
etho
ds o
f dra
win
g.
Enc
oura
ge P
eer
Sup
port
Use
mag
azin
e ph
otos
and
/or
a la
rge
mirr
orto
aid
aw
aren
ess
of r
elat
ive
size
of l
imbs
etc.
Bod
y aw
aren
ess
gam
es.
Obs
erva
tion
gam
es.
Enc
oura
ge d
raw
ings
bas
ed o
n pe
rson
alin
tere
sts.
Lots
of p
re-w
ritin
g pe
ncil
cont
rol a
ctiv
ities
:co
lour
ing-
in, m
azes
, dot
-to-
dot,
visu
aldi
scrim
inat
ion
wor
kshe
ets,
use
of v
ario
usar
t mat
eria
ls, d
ough
, con
stru
ctio
nm
ater
ials
, obs
erva
tion
gam
es.
Vis
ual P
erce
ptio
n A
sses
smen
t p10
9-12
2V
isua
l Per
cept
ion
Act
iviti
es p
149
Cre
ate
a qu
iet a
rea
with
min
imal
aud
itory
dist
ract
ion/
disr
uptio
n fo
r yo
ur w
ritin
g ar
ea.
Use
priv
acy
boar
ds.
Act
iviti
es a
nd r
esou
rces
to
supp
ort F
ine
Mot
or S
kills
p12
4-13
6
Diff
icul
ty c
ross
ing
the
bo
dy
mid
-lin
e w
ith
pen
cil?
Sw
aps
hand
s in
the
mid
dle
?
Pra
ctis
e fin
e an
d gr
oss
activ
ities
that
invo
lve
cros
sing
the
mid
-line
.B
i-lat
eral
inte
grat
ion
activ
ities
p15
2
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
38
The Inclusive SchoolReading and Recording Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Diff
icul
ty c
ross
ing
the
bo
dy
mid
-lin
e w
ith
pen
cil?
Sw
aps
hand
s in
the
mid
dle
? (C
onti
nu
ed)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Pra
ctis
e vi
sual
ly fo
llow
ing
a m
ovin
g ob
ject
acro
ss th
e m
id-li
ne e
.g. a
pup
pet,
or a
bea
nba
g to
ssed
from
one
han
d to
the
othe
r.
For
war
d or
bac
kwar
d ch
ain
task
s to
hel
pch
ild u
nder
stan
d w
hat t
hey
have
to d
o.
Pro
vide
goo
d qu
ality
or
adap
ted
scis
sors
and
glue
stic
ks. P
rovi
de le
ft-ha
nder
s w
ithap
prop
riate
equ
ipm
ent.
Foc
us o
n, a
nd e
ncou
rage
, fun
, enj
oym
ent
and
crea
tivity
rat
her
than
the
end
prod
uct.
Pre
-cut
/pas
te p
arts
.
Pro
mot
ing
Inde
pend
ence
Ski
lls p
33-3
5
Sel
f-E
stee
m p
87-9
1
Use
pre
pare
d sh
eets
whe
n po
ssib
le e
.g.
spel
ling
test
s w
ith th
e re
st o
f the
sen
tenc
ew
ritte
n.
Teac
hing
Str
ateg
ies
p29-
30P
erfo
rms
po
orl
y in
sp
ellin
g t
ests
– ca
n’t
finis
h w
riti
ng a
wo
rdb
efo
re t
he n
ext
wo
rd g
iven
ind
icta
tio
n.U
se o
ral s
pelli
ng d
icta
tions
inst
ead
ofw
ritte
n. O
nly
writ
e th
e sp
ellin
g w
ord,
not
the
who
le s
ente
nce.
Slo
w t
o f
inis
h w
ritt
en w
ork
.
Bi-l
ater
al in
tegr
atio
n ac
tiviti
es p
152
Par
tner
with
ano
ther
who
can
hel
p w
ithcu
tting
/pas
ting.
Avo
ids
arts
/cra
fts
cutt
ing
,p
asti
ng a
ctiv
itie
s.
Fin
e M
otor
Ski
lls r
esou
rces
and
act
iviti
esp1
24-1
36
Ove
rvie
w o
f Int
erve
ntio
ns p
26-2
7
Avo
id u
nnec
essa
ry w
ritin
g e.
g. d
ate
and/
orle
arni
ng o
bjec
tive.
Ens
ure
expe
ctat
ions
of t
he ta
sk a
re w
ell
unde
rsto
od.
Han
dwrit
ing
Res
ourc
es p
161-
173
Wo
rk is
mes
syP
rovi
de c
hild
with
writ
ing
scaf
fold
s an
dvi
sual
rem
inde
rs.
Pro
vide
vis
ual c
ues
or la
bels
to a
ssis
t with
plan
ning
and
set
ting
out w
ork.
Teac
h se
lf-ev
alua
tion.
Impr
ovin
g H
andw
ritin
g -
chec
klis
t p16
5H
andw
ritin
g R
emin
ders
p16
8
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
39
Reading and Recording Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Diff
icul
ty le
arni
ng c
ursi
ve w
riti
ngan
d w
ritt
en w
ork
is il
leg
ible
.
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Exp
licitl
y te
ach
hand
writ
ing
usin
g a
mul
ti-se
nsor
y ap
proa
ch a
nd a
llow
tim
e fo
rpr
actic
e an
d co
nsol
idat
ion.
Foc
us o
nco
rrec
t let
ter
form
atio
n, le
gibi
lity
and
spee
d.
Use
ʻtra
m li
nesʼ
(do
uble
writ
ing
lines
), w
ithth
e to
p on
e in
dica
ting
the
star
ting
poin
t for
the
shor
t let
ters
and
a s
hort
dis
tanc
e ab
ove
it as
the
star
ting
poin
t for
asc
ende
rs, a
ndde
scen
ders
fini
shin
g be
low
the
seco
nd li
ne.
Try
usin
g sp
ecia
l han
dwrit
ing
pape
r w
ithra
ised
line
s.
Bi-l
ater
al A
ctiv
ities
p15
2
Allo
w th
e in
divi
dual
to e
xpre
ss h
im/h
erse
lfus
ing
oral
, pic
toria
l, di
agra
mm
atic
mea
nsas
alte
rnat
ives
to w
ritte
n.
WA
VE
2 p
61B
egin
ning
to T
each
Han
dwrit
ing
p161
-163
Pra
ctis
e fin
e an
d gr
oss
activ
ities
that
invo
lve
cros
sing
the
mid
-line
.P
ract
ise
visu
ally
follo
win
g a
mov
ing
obje
ctac
ross
the
mid
-line
, e.g
. a p
uppe
t, or
abe
an b
ag to
ssed
from
one
han
d to
the
othe
r.
Han
dwrit
ing
Res
ourc
es p
187
Alte
rnat
ive
Way
s of
Rec
ordi
ngR
eadi
ng a
nd R
ecor
ding
Ski
lls p
37-4
2
Use
wor
kshe
ets
whi
ch r
equi
re o
bliq
ue li
nes
to c
ompl
ete
them
.U
se r
uler
s an
d st
enci
ls to
dra
w o
bliq
uelin
es.
Use
PE
to e
xplo
re o
bliq
ue s
hape
s th
e bo
dym
akes
, and
con
stru
ctio
n m
ater
ials
toex
plor
e sl
opes
and
ang
les.
Beg
inni
ng to
Tea
ch H
andw
ritin
g p1
61-1
63A
ngle
the
writ
ing
surf
ace
to p
rom
ote
bette
rha
nd p
ositi
on.
Try
usin
g di
ffere
nt ty
pes
of p
enci
ls/p
ens
and
grip
s e.
g. r
olle
r-ba
ll pe
ns, l
ight
-up
pens
.H
oldi
ng th
e P
en o
r P
enci
l p16
1-16
3
WA
VE
2 p
61-6
4
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
40
Reading and Recording Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Diff
icul
ty le
arni
ng c
ursi
ve w
riti
ngan
d w
ritt
en w
ork
is il
leg
ible
.(C
onti
nu
ed)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Intr
oduc
e ke
yboa
rd s
kills
and
allo
wde
dica
ted
time
for
prac
tice.
Pho
toco
py m
aths
que
stio
ns to
allo
w fo
rpu
pil t
o fil
l in
the
answ
ers.
Dev
elop
ing
Key
boar
d S
kills
p13
9
Use
a fi
nger
to p
oint
und
er e
ach
wor
d in
turn
, or
a ru
ler
to h
old
unde
r ea
ch li
ne a
ndth
en s
lide
it do
wn
to r
evea
l the
nex
t one
.U
se a
ʻrea
ding
win
dow
ʼ (co
mm
erci
ally
avai
labl
e or
hom
e-m
ade)
to r
evea
l onl
y a
few
wor
ds a
t a ti
me.
Use
larg
er p
rint,
chan
ge o
f fon
t, w
ider
line
spa
cing
, or
page
sw
ith fe
wer
wor
ds o
n th
em. C
olou
red
over
lay
or c
olou
red
pape
r (t
o su
it th
ein
divi
dual
s ne
eds)
.Tr
acki
ng e
xerc
ises
e.g
. fro
m B
rain
Gym
®.
Rea
ding
and
Rec
ordi
ng p
37-4
2D
evel
opin
g K
eybo
ard
Ski
lls p
139
Eva
luat
e on
ly w
hat i
s ne
eded
to s
how
the
pupi
l has
met
cur
ricul
um e
xpec
tatio
ns.
Cre
ate
a ba
lanc
e be
twee
n w
ritte
n, o
ral a
ndpi
ctor
ial a
nsw
ers.
Sup
port
ing
Num
erac
y p4
5-46
Vis
ual P
erce
ptio
n A
sses
smen
t p10
9-12
2V
isua
l Tra
ckin
g A
ctiv
ities
p14
9
Bi-l
ater
al In
tegr
atio
n p1
52P
rovi
de a
pro
mpt
car
d on
des
k to
p(p
refe
rabl
y st
uck
dow
n) w
ith e
xam
ples
of
num
eral
s an
d ea
sily
mem
orab
le w
ords
for
refe
renc
e. G
ive
lots
of p
rais
e fo
r us
ing
it.
Era
se (
or c
orre
ct)
all i
ncor
rect
ly-o
rient
edle
tters
or
num
eral
s in
wor
k -
if ex
ampl
es o
fbo
th o
rient
atio
ns a
re fr
eque
ntly
see
n th
eyw
ill b
oth
look
ʻnor
mal
ʼ. A
bud
dy m
ay b
e ab
leto
do
this
. (D
onʼt
mak
e it
puni
tive!
)
Per
form
s p
oo
rly
in m
aths
tes
ts –
can’
t lin
e up
mat
hs c
olu
mns
corr
ectl
y.P
erfo
rms
po
orl
y in
aca
dem
icte
sts
Whe
n re
adin
g ju
mp
s lin
es,
mis
ses
out
wo
rds
or
runs
wo
rds
tog
ethe
r.
Dir
ecti
ona
l co
nfus
ion.
Co
ntin
ues
to r
ever
se le
tter
s, n
umb
ers
and
wo
rds
des
pit
e p
ract
ice
and
sup
po
rt.
Has
diff
icul
ties
co
pyi
ng f
rom
the
bla
ckb
oar
d
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
41
Reading and Recording Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Dir
ecti
ona
l co
nfus
ion.
Co
ntin
ues
to r
ever
se le
tter
s, n
umb
ers
and
wo
rds
des
pit
e p
ract
ice
and
sup
po
rt.
Has
diff
icul
ties
co
pyi
ng f
rom
the
bla
ckb
oar
d. (
Con
tin
ued
)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Teac
h le
ft-rig
ht a
war
enes
s -
e.g.
thro
ugh
regu
lar
hand
shak
ing
in c
lass
at t
he s
tart
of
sess
ions
or
wea
ring
a fr
iend
ship
bra
cele
ton
a s
peci
fic w
rist.
WA
VE
1 p
29-5
9
Vis
ual T
rack
ing
Act
iviti
es p
149
Pro
vide
info
rmat
ion
on p
upilʼ
s de
sk.
Fin
d a
bette
r po
sitio
n in
rel
atio
n to
the
whi
tebo
ard,
avo
idin
g ne
ed to
turn
hea
d.V
ary
colo
urs
of p
ens
used
on
the
boar
d.A
ngle
d w
ritin
g bo
ard,
red
ucin
g ne
ckm
ovem
ents
.D
eskt
op m
aste
r of
not
es to
be
copi
ed (
rule
rca
n be
use
d to
iden
tify
plac
e).
Enc
oura
ge q
uiet
ver
balis
atio
n or
sile
ntm
outh
ing
of w
ords
to b
e co
pied
.
Use
col
oure
d do
ts o
r nu
mbe
rs to
iden
tify
star
ting
posi
tion
and
whe
re to
fini
sh.
Pro
vide
a fr
ame
for
the
draw
ing
in th
em
iddl
e of
the
page
, a li
ne fo
r su
bjec
t to
ʻsta
ndʼ o
n, o
r sm
alle
r si
zed
pape
r.
Pro
vide
out
line
boxe
s fo
r ea
ch w
ord,
grad
ually
red
ucin
g th
eir
size
.U
se a
sm
all t
hin
brig
ht c
ard
for
a ʻS
pace
man
ʼ to
plac
e be
twee
n w
ords
Can
’t w
ork
out
whe
re t
o s
tart
wri
ting
on
a p
age.
Rei
nfor
ce s
pelli
ng s
kills
; hav
e di
fficu
ltw
ords
on
desk
-top
pro
mpt
car
d.V
isua
l Per
cept
ion
Ass
essm
ent p
109-
122
Vis
ual T
rack
ing
Act
iviti
es p
149
Diff
icul
ty m
akin
g le
tter
s th
e sa
me
size
, kee
pin
g t
hem
on
the
line
and
put
ting
sp
aces
bet
wee
n th
ew
ord
s.
Use
squ
ared
pap
er, e
mph
asis
ing
an e
mpt
ysq
uare
bet
wee
n ea
ch w
ord
Pro
vide
act
iviti
es to
hig
hlig
ht th
e sp
aces
betw
een
wor
ds o
n sh
eet o
f pho
toco
pied
writ
ing.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
42
Reading and Recording Skills (Continued)W
hat
you
mig
ht s
ee .
. . .
Diff
icul
ty m
akin
g le
tter
s th
e sa
me
size
, kee
pin
g t
hem
on
the
line
and
put
ting
sp
aces
bet
wee
n th
ew
ord
s. (C
onti
nu
ed)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Pat
tern
cop
ying
gam
es o
nto
grid
s,in
clud
ing
spac
es w
ithin
pat
tern
.P
rovi
de o
utlin
e bo
xes
for
each
lette
r in
the
wor
d, w
ith a
n em
pty
box
for
use
betw
een
wor
ds.
Add
a g
reen
sta
r by
firs
t box
to in
dica
test
art p
lace
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
43
Assistive TechnologyW
hat
you
mig
ht s
ee .
. . .
Lim
ited
typ
ing
ski
lls/s
pee
d o
fo
utp
ut s
low
/str
ugg
les
wit
h us
e o
fke
ybo
ard
I.C.T
. to
Sup
po
rtFu
rthe
r In
form
atio
n
Spe
edy
Key
s pr
ogra
m
Firs
t Key
s pr
ogra
m
Gam
e-ba
sed
Ass
isti
ve T
echn
olo
gy
Ten
Thu
mbs
typi
ng
Nes
sy F
inge
rs2T
ype
Eng
lish
type
Jun
ior/
Sen
ior
ww
w.tu
xtyp
e.so
urce
forg
e.ne
t/
All
com
pute
r pr
ogra
ms
– se
e su
pplie
rs li
stF
ree
dow
nloa
d
Key
boar
d Le
tter
stic
kers
.B
ig K
eys.
Ran
ge o
f key
boar
ds e
.g.
Key
Mon
ster
Upp
er a
nd L
ower
cas
e le
tter
vers
ions
.H
igh
Vis
ibili
ty (
Sta
ndar
d an
d M
onst
er s
ize)
.
Sup
port
thos
e w
ho s
trug
gle
with
upp
erca
se le
tters
.
Ass
istiv
e Te
chno
logy
- s
ee s
uppl
iers
list
Trac
kbal
l/Big
Tra
ckba
llR
equi
re le
ss c
ontr
ol
Virt
ual R
eadi
ng R
uler
.
ww
w.d
ysle
xic.
com
(R
eada
ble)
.w
ww
.cla
roso
ftwar
e.co
m (
Cla
rovi
ew a
ndsc
reen
rul
er).
Mob
ile ti
nted
ove
rlay
that
floa
ts o
ver
any
Win
dow
s ap
plic
atio
n (in
clud
ing
Inte
rnet
) to
redu
ce s
cree
n gl
are.
Str
ugg
les
to u
seke
ybo
ard
/mo
use.
Touc
h sc
reen
s an
d m
onito
rs
Wris
t/res
t sup
port
.
As
abo
ve -
slo
w -
lack
sco
nfid
ence
wit
h ty
pin
g o
nke
ybo
ard
Str
ugg
les
wit
h m
ous
eco
ntro
l.D
iffic
ulty
dis
crim
inat
ing
/id
enti
fyin
g le
tter
s o
n ke
ybo
ard
.
Diff
icul
ty d
iscr
imin
atin
g/i
den
tify
ing
lett
ers
on
keyb
oar
d.
Str
ugg
les
wit
h ha
nd p
osi
tio
n at
keyb
oar
d/c
om
pla
ins
of
achi
ng/t
ired
fo
rear
m.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
44
Assistive Technology (Continued)W
hat
you
mig
ht s
ee .
. . .
Org
anis
atio
nal d
iffic
ulti
es –
stru
gg
les
to r
emem
ber
tim
etab
le/e
qui
pm
ent/
bo
oks
etc
.
I.C.T
. to
Sup
po
rtFu
rthe
r In
form
atio
n
ww
w.m
ycor
kboa
rd.c
om
ww
w.p
ostit
.com
ww
w.d
o2le
arn.
com
Kid
spira
tion
3
Insp
iratio
n 8
Min
dful
l2C
reat
eS
park
spac
eT
hink
ing
in P
ictu
res
Fre
e do
wnl
oad.
Pos
t it n
otes
can
be
dow
nloa
ded
from
this
site
.U
sefu
l tim
etab
les/
pict
ure
card
s/ga
mes
topl
ay.
Diff
icul
ties
wit
hse
que
ncin
g/o
rgan
isin
g t
houg
hts
whe
n p
lann
ing
wri
tten
wo
rk.
Incl
udes
new
num
erac
y ac
tiviti
es.
All
thes
e pr
ogra
ms
supp
ort p
lann
ing
and
min
d m
appi
ng w
ith s
peec
h.
Dig
ital R
ecor
der
Dic
taph
one
- e.
g. O
lym
pus
DS
330.
Diff
icul
ty w
riti
ng a
t sp
eed
whe
nfa
aced
wit
h lo
ng p
iece
s o
f te
xt.
As
abo
ve.
Oth
er r
ecor
ding
dev
ices
suc
h as
reco
rdab
le p
ens
on k
ey r
ings
als
oav
aila
ble.
Dra
gon
natu
rally
Spe
akin
gV
ersi
on 1
0N
uanc
e
Spe
ech-
activ
ated
tech
nolo
gyR
equi
res
high
qua
lity
head
set a
nd h
igh
spec
. com
pute
rs.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
45
Supporting Numeracy
Diff
icul
ty la
ying
out
sum
s o
np
age.
Diff
icul
ty o
rgan
isin
g o
bje
cts
for
coun
ting
.
Wha
t yo
u m
ight
see
. . .
.
Diff
icul
ty m
anip
ulat
ing
sm
all
ob
ject
s. C
oun
ting
one
to
one
.
Teac
hing
Str
ateg
ies
to S
upp
ort
●U
se u
nifix
etc
that
clip
toge
ther
.●
Num
icon
.●
Cui
sena
ire R
ods.
●A
bacu
s.●
Use
a r
uler
with
a h
andl
e.●
Use
pre
-dra
wn
tabl
es.
●F
ocus
on
mai
n ob
ject
ive
(don
ʼt le
t diff
icul
ty w
ith fi
ne m
otor
task
s af
fect
mat
hsle
arni
ng).
●U
se s
quar
ed p
aper
.●
Hig
hlig
hter
pen
s.●
Red
uce
the
num
ber
of s
ums
on a
pag
e.●
Car
d w
indo
w.
●U
se u
nifix
etc
that
clip
toge
ther
.●
Pre
-tea
ch v
ocab
ular
y.
Link
ing
wri
tten
sum
to
add
itio
nal i
nfo
rmat
ion
(tab
le,
pic
ture
etc
).
●A
void
teac
hing
num
bers
that
can
be
conf
used
at t
he s
ame
time
e.g.
2 a
nd 5
, 6an
d 9.
●U
se n
umbe
r fo
rmat
ion
guid
ance
she
et.
Sup
po
rtin
g N
umer
acy
Co
nfus
ion
of
num
ber
s e.
g. 2
& 5
.R
ever
sal o
f d
igit
s e.
g.
read
s/w
rite
s 21
inst
ead
of
12.
●U
se s
quar
ed p
aper
.●
Red
uce
the
num
ber
of s
ums
on a
pag
e.●
Leav
e cl
ear
spac
e be
twee
n pr
oble
ms
or p
rovi
de s
epar
ate
sum
s on
sep
arat
e pa
ges.
Diff
icul
ty le
arni
ng t
able
s,co
unti
ng f
orw
ard
s an
des
pec
ially
bac
kwar
ds.
Rem
emb
erin
g t
he o
rder
fo
rso
lvin
g p
rob
lem
s.
●P
rovi
de ta
bles
squ
ares
etc
.●
Use
num
ber
lines
etc
.●
Teac
h st
ruct
ured
layo
ut in
sta
ges.
●U
se “
stor
y bo
ard”
layo
uts.
●P
rom
ote
use
of c
alcu
lato
r. ●
Pro
mot
e us
e of
kno
wn
fact
s to
wor
kout
unk
now
n on
es.
●P
robe
she
ets
(pre
cisi
on te
achi
ng a
s re
com
men
ded
by D
ysle
xia
Act
ion)
.●
ICT
– N
umbe
rsha
rk e
tc. a
nd IT
P p
rogr
amm
es.
●U
se o
f boa
rd g
ames
at s
choo
l and
hom
e.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
46
Supporting Numeracy (Continued)
Pro
ble
ms
wit
h la
yout
of
sum
san
d w
ith
ord
er o
f o
per
atio
ns.
Wha
t yo
u m
ight
see
. . .
.
Diff
icul
ty c
op
ying
fro
m t
he b
oar
d-
org
anis
ing
layo
ut a
nd s
pee
d.
Teac
hing
Str
ateg
ies
to S
upp
ort
To r
educ
e th
e am
ount
of w
ritte
n w
ork
use:
●ph
otoc
opie
d sh
eets
; ●
a sc
ribe;
●sq
uare
d pa
per;
●ha
ndou
ts w
ith s
pace
s fo
r an
swer
s; o
r●
let t
he c
hild
just
writ
e th
e an
swer
s an
d no
t the
sum
or
the
wor
king
out
.
●Te
ach
met
hods
in a
str
uctu
red
and
syst
emat
ic w
ay.
●P
rovi
de p
rom
pt c
ards
, or
bette
r st
ill h
elp
pupi
l dev
ise
own
prom
pt c
ards
.
Diff
icul
ty u
nder
stan
din
g s
pat
ial
conc
epts
(und
er, o
ver
etc)
.
Diff
icul
ty u
nder
stan
din
g p
lace
valu
e.
●P
re-t
each
lang
uage
, don
ʼt as
sum
e it
is u
nder
stoo
d or
rem
embe
red.
●U
se r
eal s
ituat
ions
and
con
cret
e m
ater
ials
.●
ʻSup
port
ing
Chi
ldre
n w
ith G
aps
in th
eir
Mat
hem
atic
al U
nder
stan
ding
ʼ DfE
S 1
164-
2005
.●
Letʼs
Com
mun
icat
e an
d Le
tʼs T
arge
t Com
mun
icat
ion
prov
ide
furt
her
info
rmat
ion.
●O
xfor
d M
aths
Tra
cker
s.
●U
se k
inae
sthe
tic a
ctiv
ities
whe
n le
arni
ng e
.g. s
it un
der
the
tabl
e/on
the
chai
r/be
side
Joh
n.●
Pro
vide
vis
ual c
lues
for
rein
forc
emen
t.●
Use
con
cret
e ap
para
tus
e.g.
arr
ow c
ards
.
Diff
icul
ty u
nder
stan
din
gm
athe
mat
ical
lang
uag
e e.
g.
“diff
eren
ce”.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
47
Movement and MobilityW
hat
you
mig
ht s
ee .
. . .
Hes
itat
es t
o p
arti
cip
ate
inP
E/g
ames
.La
cks
fund
amen
tal s
kills
to
tak
ep
art
in P
.E./
scho
ol s
po
rts.
Low
to
lera
nce
for
mo
tor
acti
viti
es.
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Em
phas
ise
fun,
act
ivity
and
par
ticip
atio
nra
ther
than
pro
ficie
ncy.
Sel
f-E
stee
m p
87-9
1
Mo
vem
ent
and
Mo
bili
ty
Use
a fu
n an
d co
nsis
tent
war
m u
p an
d co
oldo
wn
rout
ine
that
the
child
can
mas
ter
and
part
icip
ate
fully
in.
Incl
usiv
e P.
E. p
57
Bre
ak th
e ac
tivity
into
sm
all p
arts
and
teac
hin
seq
uenc
e. T
each
ski
lls c
ompo
nent
sdi
scre
tely
to a
llow
suc
cess
.
Incl
usiv
e P
E p
57
Use
a fl
exib
le te
achi
ng a
ppro
ach
- di
ffere
ntty
pes
of g
roup
ing.
Allo
w p
upil
to c
hoos
e no
n-co
mpe
titiv
ega
mes
e.g
. run
ning
, sw
imm
ing.
In th
ese
activ
ities
per
form
ance
can
be
mea
sure
dag
ains
t sel
f.
Incl
usiv
e P.
E. p
57
Whe
n a
new
ski
ll ca
n be
taug
ht u
sing
han
dov
er h
and
inst
ruct
ions
con
side
r us
ing
the
pupi
l with
co-
ordi
natio
n di
fficu
lties
tode
mon
stra
te to
the
clas
s. T
his
allo
ws
the
pupi
l to
ʻfeel
ʼ the
mov
emen
t and
rec
eive
1:1
prac
tice.
Use
the
ST
EP
prin
cipl
e -
spac
e ta
skeq
uipm
ent a
nd p
eopl
e.
Be
awar
e of
saf
ety
risks
to c
hild
with
poo
rco
-ord
inat
ion.
Pro
vide
obj
ects
for
supp
ort i
fba
lanc
ing.
Ext
ende
d S
choo
ls p
59
Enc
oura
ge in
volv
emen
t in
exte
nded
scho
ols
spor
ts a
ctiv
ities
.E
xten
ded
Sch
ools
p59
Goa
l-Dire
cted
Lea
rnin
g us
ing
cogn
itive
stra
tegi
es p
67-6
8
Goa
l-Dire
cted
Lea
rnin
g us
ing
cogn
itive
stra
tegi
es p
67-6
8
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
48
Movement and Mobility (Continued)W
hat
you
mig
ht s
ee .
. . .
Avo
ids
pla
ygro
und
eq
uip
men
tan
d g
ames
.
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Teac
h ho
w to
use
equ
ipm
ent s
afel
y an
dw
ith c
onfid
ence
e.g
. rul
es o
f gam
es a
ndm
ovem
ents
req
uire
d.P
ract
ice
usin
g eq
uipm
ent e
.g. s
kipp
ing
rope
,ba
ll, a
nd a
llow
at t
imes
oth
er th
an p
layt
imes
.
Sug
gest
eye
che
cks
if no
t alre
ady
done
-vi
sual
acu
ity (
optic
ian)
, vis
ual f
ield
s an
dde
pth
perc
eptio
n (o
rtho
ptis
t)
Con
side
r th
e us
e of
a m
at o
r ch
air
durin
gca
rpet
tim
es.
Trip
s, w
alks
into
thi
ngs,
and
has
diff
icul
ty w
ith
step
s.
Be
patie
nt if
the
pupi
l nee
ds m
ultip
leat
tem
pts
to m
aste
r a
task
.
Lean
s o
n p
eop
le o
r o
bje
cts
e.g
.d
urin
g c
arp
et t
ime.
Ens
ure
a w
ell-s
uppo
rted
des
k po
sitio
n;ch
air
clos
e to
the
writ
ing
surf
ace
with
feet
touc
hing
the
floor
. Che
ck th
at c
hair
and
tabl
e ar
e at
an
appr
opria
te h
eigh
t.
Bal
ance
p.1
46Tr
unk
Sta
bilit
y p.
148
- p.
149
Bi-l
ater
al In
tegr
atio
n p.
150
Kee
p flo
or a
reas
cle
ar o
f obs
truc
tions
.A
naly
se c
lass
room
layo
ut a
ndm
ovem
ent/f
low
with
in th
e cl
assr
oom
. Alte
rla
yout
app
ropr
iate
ly.
Use
obs
tacl
e co
urse
s to
incr
ease
bod
yaw
aren
ess
and
spat
ial a
war
enes
s.
Pro
vide
are
as w
here
pup
ils c
an le
an a
ndal
low
indi
vidu
al to
do
so.
Bre
ak u
p lo
nger
car
pet t
ime
activ
ities
with
song
s, lo
w-s
kill
mov
emen
t act
iviti
es.
Slu
mp
s, le
ans
on
tab
les
whe
nw
riti
ng. F
idg
ets,
do
esn’
t re
ally
get
a c
om
fort
able
po
siti
on.
Falls
off
cha
ir in
the
cla
ssro
om
.
Ear
ly Y
ears
Sup
port
Str
ateg
ies
p.23
Soc
ial S
torie
s p.
139
Use
a s
eat w
edge
e.g
. Mov
e ʻn
ʼ Sit
LDA
cata
logu
e.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
49
Movement and Mobility (Continued)W
hat
you
mig
ht s
ee .
. . .
Slu
mp
s, le
ans
on
tab
les
whe
nw
riti
ng. F
idg
ets,
do
esn’
t re
ally
get
a c
om
fort
able
po
siti
on.
Falls
off
cha
ir in
the
cla
ssro
om
.(C
onti
nu
ed)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Opp
ortu
nitie
s fo
r ac
tiviti
es th
at d
evel
opco
re s
tabi
lity
and
body
aw
aren
ess.
Use
bal
loon
s, s
oft b
alls
and
bea
n ba
gs.
Alte
r si
ze o
f bal
l, di
stan
ce th
row
n an
din
trod
uce
boun
ce.
May
bre
ak t
hing
s o
r hi
t to
o h
ard
bec
ause
the
ir b
od
y d
oes
no
t te
llth
em h
ow
muc
h fo
rce
they
are
exer
ting
.
Ens
ure
drin
king
wat
er is
ava
ilabl
e.
Thr
ow
ing
and
cat
chin
gd
iffic
ulti
es
Esc
orte
d jo
urne
ys d
urin
g qu
iet t
imes
toor
ient
the
pupi
l or
youn
g pe
rson
, poi
ntin
gou
t ʻla
ndm
arks
ʼ to
look
for
- us
em
nem
onic
s, s
torie
s or
rhy
mes
to le
arn
the
orde
r of
thes
e.
Trun
k S
tabi
lity
p.14
8
Sen
sory
Pro
cess
ing
and
Sen
sory
Mod
ulat
ion
p.17
6 -
p.17
8O
ppor
tuni
ties
for
activ
ities
that
impr
ove
body
aw
aren
ess.
GO
AL
dire
cted
teac
hing
.A
ssis
t in
setti
ng lo
ng r
ange
goa
ls b
ybr
eaki
ng g
oals
into
rea
listic
par
ts. U
se a
cogn
itive
str
ateg
y to
sup
port
the
pupi
l to
reac
h at
tain
able
goa
l.M
ake
targ
ets
SM
AR
T.
Freq
uent
ly g
ets
lost
whe
n m
ovi
ngab
out
sch
oo
l
Use
teac
her-
led
activ
ity b
reak
s e.
g.A
ctiv
ate
and
Bra
in G
ym®.
Han
dwrit
ing
Exe
rcie
s p.
163
- p.
164
Diff
icul
ty in
pla
nnin
g m
oto
rse
que
nces
.
Diff
icul
ty in
gen
eral
isin
g i.
e.ad
apti
ng o
ne le
arne
d m
ove
men
tto
ano
ther
sit
uati
on.
WA
VE
3 -
Goa
l Dire
cted
Lea
rnin
gp6
7
Vis
ual P
erce
ptio
n p.
180
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
50
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
51
Communication, Social & Emotional DifficultiesW
hat
you
mig
ht s
ee .
. . .
Mus
cle
wea
knes
s in
to
ngue
and
lips
may
lead
to
sp
eech
diff
icul
ties
.
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Spe
cific
act
iviti
es to
dev
elop
mus
cles
inm
outh
, ton
gue
and
lips.
Act
iviti
es to
Sup
port
Ver
bal D
yspr
axia
p16
0
Co
mm
unic
atio
n, S
oci
al a
nd E
mo
tio
nal D
iffic
ulti
es
Sen
sory
Reg
ulat
ion
Diff
icul
ties
p53-
55
Sen
sory
Pro
cess
ing
p178
-180
Dev
elop
str
ateg
ies
to d
evel
op s
elf e
stee
m.
Sel
f-E
stee
m p
87-9
1
Iden
tify
way
s to
red
uce
sens
ory
stim
ulat
ion.
Incr
ease
sen
sory
stim
ulat
ion
in o
ther
setti
ngs
e.g.
tem
pera
ture
of m
ud.
Teac
h ho
w to
use
pla
ygro
und
equi
pmen
te.
g. s
kipp
ing
rope
, bal
l at t
imes
oth
er th
anpl
aytim
es. D
evel
op a
ban
k of
equ
ipm
ent
that
pup
il is
com
fort
able
usi
ng.
Sel
f-E
stee
m p
87-9
1
Con
side
r pl
aytim
e bu
ddie
s, fr
iend
ship
benc
h.
Rea
ssur
e th
e pu
pil w
hen
he/s
he h
asdi
fficu
lty.
Pro
vide
lots
of p
ositi
ve r
einf
orce
men
t whe
nth
e pu
pil a
ttem
pts
new
act
iviti
es.
Ens
ure
wor
k is
diff
eren
tiate
d an
d at
an
appr
opria
te le
vel.
Dev
elop
an
etho
s of
car
e an
dun
ders
tand
ing
in th
e cl
assr
oom
thro
ugh
SE
AL
wor
k, c
ircle
tim
e, p
eer
wor
k.
WA
VE
3 p
65-6
9
Dis
likes
out
do
or
pla
y in
san
d,
mud
etc
.
Lack
of
conf
iden
ce. L
ow
sel
f-es
teem
.S
elf-
Est
eem
p87
-91
Diff
icul
ty e
stab
lishi
ngre
lati
ons
hip
wit
h fr
iend
s.P
lays
alo
ne a
t p
layt
ime;
avo
ids
pla
ygro
und
eq
uip
men
t an
dg
ames
.
May
ap
pea
r im
mat
ure.
Fid
dle
san
d la
cks
conc
entr
atio
n.A
llow
pup
il to
pla
y w
ith a
n ag
reed
obj
ect
e.g.
str
ess
ball,
Blu
Tak
, Koo
sh B
all.
Use
Mov
e ʻn
ʼ Sit
Cus
hion
.
Beh
aves
inap
pro
pri
atel
yin
clud
ing
wo
rk a
void
ance
.M
odel
ing
appr
opria
te b
ehav
iour
.
Pro
vide
firm
, cle
ar b
ound
arie
s an
d ex
pect
atio
ns.
Soc
ial S
torie
s p1
40
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
52
Communication, Social & Emotional Difficulties(Continued)
Wha
t yo
u m
ight
see
. . .
.
Beh
aves
inap
pro
pri
atel
yin
clud
ing
wo
rk a
void
ance
.(C
onti
nu
ed)
Teac
hing
Str
ateg
ies
to S
upp
ort
Mo
re In
form
atio
n W
ithi
n T
his
Do
cum
ent
Pee
r su
ppor
t.
Co
nfus
ion
fro
m n
on-
verb
al c
ues
(mis
read
s b
od
y la
ngua
ge
etc.
)
Con
sist
ency
of e
xpec
tatio
ns a
nd s
anct
ions
.
Soc
ial S
torie
s p1
40D
irect
ly te
ach
wha
t non
-ver
bal c
ues
mea
n.M
odel
and
hav
e pu
pil p
ract
ice
read
ing
cues
in a
saf
e se
tting
.
Cle
ar a
nd p
ositi
ve in
stru
ctio
ns.
Soc
ial S
torie
s p1
40
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
53
Sensory Regulation DifficultiesS
enso
ryS
yste
mE
xam
ple
s o
f ac
tivi
ty li
kely
to
rais
e ar
ous
al le
vels
Exa
mp
les
of
acti
vity
like
ly t
olo
wer
aro
usal
leve
lsE
xam
ple
s o
f ac
tivi
ties
to
org
anis
e ne
rvo
us s
yste
m
Sen
sory
Reg
ulat
ion
Diff
icul
ties
●S
ittin
g st
ill o
r ly
ing
dow
n.●
Slo
w, g
entle
sw
ingi
ng.
●B
endi
ng d
own
to lo
wcu
pboa
rds
and
draw
ers.
●R
unni
ng, t
ram
polin
ing,
jum
ping
, hop
ping
, clim
bing
appa
ratu
s or
sta
irs.
●S
pinn
ing,
twis
ting
ordo
dgin
g an
d ch
angi
ngdi
rect
ion
(e.g
. tea
m g
ames
,tig
).●
Bou
ncin
g on
a th
erap
y ba
llM
ove
ʼnʼ S
it cu
shio
n.
●F
iddl
ing
with
item
s, li
ght
touc
h (e
.g. h
andl
ing
pape
r,pa
per
clip
s, K
oosh
bal
ls, o
rlig
ht o
bjec
ts).
●Ti
cklin
g, ir
ritat
ion
from
clot
hing
or
hair.
●B
eing
jost
led
in a
que
ue o
rby
pas
sers
-by.
Vest
ibul
arH
ypo
sens
itiv
ity:
Ro
cks,
sp
ins,
bo
unce
s;P
oo
r b
alan
ce.
Hyp
erse
nsit
ivit
y:Fe
ar o
f he
ight
s; d
islik
essu
dd
en m
ove
men
t;tr
avel
sic
knes
s.
●G
entle
nec
k ro
lling
.●
Slo
w, s
tead
y ro
ckin
g (e
.g.
rock
ing
chai
r or
hor
se).
Tact
ileH
ypo
sens
itiv
ity:
Hig
h p
ain
thre
sho
ld;
need
s to
fid
dle
;un
awar
e o
fte
mp
erat
ure.
Hyp
erse
nsit
ivit
y:P
ulls
aw
ay f
rom
to
uch;
dis
likes
clo
thes
lab
els.
Pro
pri
oce
pti
veH
ypo
sens
itiv
ity:
Una
ble
to
kee
p s
till;
slee
pin
g d
iffic
ulti
es.
Hyp
erse
nsit
ivit
y:T
ires
eas
ily; m
ove
ssl
ow
ly; d
islik
es r
oug
hp
lay.
●S
low
, rhy
thm
ic s
trok
ing
with
med
ium
pre
ssur
e.●
Pal
mar
gra
sp o
f som
e ite
ms
(e.g
. com
fort
toy)
.●
A s
afe
plac
e to
esc
ape
to.
●H
uggi
ng a
larg
e so
ft to
y or
cush
ion.
●D
eep
sust
aine
d to
uch,
as
with
dow
nwar
d pr
essu
re o
nth
e sh
ould
ers,
sitt
ing
with
hand
s un
der
the
thig
hs.
●S
low
and
ste
ady
ʻlog-
rolli
ngʼ
alon
g gy
m m
ats.
●M
odel
ling
clay
.
●F
oot t
appi
ng.
●S
hifti
ng w
eigh
t and
pos
ition
(if s
ittin
g or
sta
ndin
g).
●G
ettin
g up
from
a c
hair
and
wal
king
(e.
g. fi
nd le
gitim
ate
reas
ons
to d
o th
is in
cla
ss).
●R
epea
tedl
y ki
ckin
g a
foot
ball
agai
nst a
wal
l.
●In
activ
ity.
●S
ittin
g do
wn,
lean
ing
back
agai
nst s
uppo
rt.
●H
eavy
mus
cle
wor
k,in
clud
ing:
pus
hing
and
pulli
ng, c
arry
ing
heav
ybo
oks,
wea
ring
a w
eigh
ted
back
-pac
k, s
tand
ing
and
push
ing
dow
n on
to a
ste
ady
tabl
e th
roug
h th
e pa
lms
ofth
e ha
nds,
isom
etric
exer
cise
, hol
ding
hea
vydo
ors
open
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
54
Sensory Regulation Difficulties (Continued)S
enso
ryS
yste
mE
xam
ple
s o
f ac
tivi
ty li
kely
to
rais
e ar
ous
al le
vels
Exa
mp
les
of
acti
vity
like
ly t
olo
wer
aro
usal
leve
lsE
xam
ple
s o
f ac
tivi
ties
to
org
anis
e ne
rvo
us s
yste
m
●B
right
ligh
ts, b
right
col
ours
,un
tidy
wor
k ar
eas.
●M
ovem
ent i
n th
e vi
sual
field
s, p
artic
ular
ly w
hen
ofse
vera
l obj
ects
or
peop
le, i
nra
ndom
dire
ctio
ns, o
r at
fast
or c
hang
ing
spee
ds.
●V
ideo
s w
ith fa
st a
ctio
n,(m
ore
so if
ass
ocia
ted
with
sudd
en, l
oud
or h
igh-
pitc
hed
nois
es).
Pro
pri
oce
pti
ve(C
onti
nu
ed)
●S
tret
chin
g ar
ms
and
trun
kup
and
sta
mpi
ng fe
et o
n th
eflo
or (
a go
od p
re-w
ritin
gex
erci
se).
●A
hea
vy b
ean
bag
or ʻL
appe
tʼ on
lap
or s
houl
ders
(NB
:H
eavy
mus
cle
wor
k ca
nre
duc
e th
e ex
cita
tory
eff
ects
of v
estib
ular
stim
ulat
ion
whe
n th
ey a
re c
omb
ined
)
Vis
ual
Hyp
ose
nsit
ivit
y:R
ubs
eyes
har
d; f
lap
sfin
ger
s in
fro
nt o
f fa
ce;
inap
pro
pri
ate
star
ing
;lik
e sh
iny
ob
ject
s.H
yper
sens
itiv
ity:
Chi
ld c
ove
rs e
yes;
avo
ids
bri
ght
lig
ht;
pre
fers
dar
k ar
eas.
Aud
ito
ryH
ypo
sens
itiv
ity:
Sho
uts,
tal
ks o
ut lo
ud;
sing
s/ta
lks
inap
pro
pri
atel
y;d
iffic
ulty
reca
lling
/rep
eati
ng.
Hyp
erse
nsit
ivit
y:D
oes
n’t
like
loud
nois
es; p
uts
fing
ers
inea
rs; h
ides
und
er t
heta
ble
.
●D
im li
ghts
, mut
ed c
olou
rs.
●Ti
dy w
ork
area
s.●
Slo
w g
entle
, rhy
thm
icm
ovem
ent (
e.g.
wat
chin
g an
oil a
nd w
ater
toy
or la
vala
mp)
.●
Rea
ding
or
stud
ying
api
ctur
e an
d lo
okin
g fo
rde
tails
.
●Im
prov
ing
stra
tegi
es fo
rvi
sual
per
cept
ion,
if th
is is
apr
oble
m.
●C
lear
, unc
lutte
red
envi
ronm
ents
.●
Fam
iliar
env
ironm
ents
, mor
eso
if a
ssoc
iate
d w
ith s
afet
yan
d co
mfo
rt.
●S
udde
n, lo
ud o
r hi
gh-
pitc
hed
nois
es.
●M
usic
with
an
unev
en,
stro
ng o
r ra
pid
beat
.●
Uni
dent
ified
noi
ses
(e.g
. due
to p
oor
audi
tory
per
cept
ion
or u
nfam
iliar
ity).
●N
ear
sile
nce,
or
quie
tba
ckgr
ound
noi
ses
(e.g
. use
ear
defe
nder
s).
●M
usic
with
a g
entle
, slo
wan
d st
eady
bea
t.●
Am
bien
t mus
ic (
e.g.
oce
anso
unds
).
●Q
uiet
sel
f-ta
lkin
g th
roug
h a
sequ
ence
of a
ctio
ns
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
55
Sensory Regulation Difficulties (Continued)S
enso
ryS
yste
mE
xam
ple
s o
f ac
tivi
ty li
kely
to
rais
e ar
ous
al le
vels
Exa
mp
les
of
acti
vity
like
ly t
olo
wer
aro
usal
leve
lsE
xam
ple
s o
f ac
tivi
ties
to
org
anis
e ne
rvo
us s
yste
m
●C
runc
hy o
r cr
ispy
food
s.●
Spi
cy, s
avou
ry o
r so
urfo
ods.
●
Col
d fo
ods
or d
rink
(e.g
. ice
crea
m).
●M
ixed
food
text
ures
(e.
g.m
ince
, sou
p w
ith c
hunk
y bi
tsin
it).
●F
izzy
drin
ks.
Olfa
cto
ryH
ypo
sens
itiv
ity:
Sm
ells
peo
ple
and
ob
ject
sH
yper
sens
itiv
ity:
Co
vers
no
se; r
efus
esce
rtai
n fo
od
.
●(N
B: T
he o
lfact
ory
sens
e is
stro
ngly
link
ed t
o m
emor
yan
d e
mot
ion,
and
the
refo
resm
ells
can
hav
e ve
ryd
iffer
ent
effe
cts
on e
ach
ind
ivid
ual).
Oro
-mo
tor
and
gus
tato
ryH
ypo
sens
itiv
ity:
Like
s to
che
w p
enci
lso
r fin
ger
s, t
eeth
gri
ndin
g.
Hyp
erse
nsit
ivit
y:D
islik
es f
izzy
dri
nks,
avo
ids
crun
chy
foo
d;
dis
likes
che
win
g.
●S
ucki
ng (
e.g.
thro
ugh
ast
raw
or
spor
ts w
ater
bot
tlew
ith n
arro
w o
peni
ng).
●D
rinki
ng w
arm
milk
y dr
inks
.
●C
hew
ing
(e.g
. drie
d fr
uit,
doub
le q
uant
ity o
f che
win
ggu
m, l
iquo
rice,
or
bitin
g on
aco
tton
hank
y or
ano
ther
saf
eite
m).
●S
tron
g su
ckin
g (e
.g.
on a
suga
r-fr
ee b
oile
d sw
eet,
lolly
, or
drin
king
a th
ick
drin
kth
roug
h a
stra
w).
●C
itrus
, min
t, sp
ices
.●
Sm
ells
ass
ocia
ted
with
frig
hten
ing,
wor
ryin
g or
exci
ting
situ
atio
ns.
●S
mel
ls a
ssoc
iate
d w
ithre
laxa
tion
and
com
fort
.●
Flo
ral s
mel
ls.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
56
The STEP Framework
Space● Adapt playing area - increase or decrease size of
playing area.● Use zoned areas to create safe playing areas or where
pupils can be matched on ability.● Allow pupils to start at different times or from different
areas.● Put targets nearer or further away.
Task● Harder - introduce more rules.● Rotate roles.● Change rules to aid inclusion.● Be flexible.● Try different ways of taking part e.g. seated, standing.● Use differentiated targets in group.
Equipment● Size.● Shape.● Weight.● Colour.● Texture.● Playing surface.● Indoor/outdoor.
People● Independently.● In groups.● In teams. ● With friends.● Plan mixed ability groups.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
57
Inclusive P.E.
Enabling all young peopleto have some sort ofsuccess when takingpart in PE or school
sport is vital if they aregoing to enjoy it and
feel good aboutthemselves andparticipating.
The STEP frameworkhas been designed toassist deliverers in
changing activities ifthey are too difficultor indeed too easy,
to maintain a youngperson’s interest.
SpaceTask
EquipmentPeople
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
58
Extended provision for children/young people, both at school andin the community is an area that those with motor co-ordinationdifficulties may find difficult to access. Such services may include:
● Breakfast clubs.● Lunchtime clubs.● After school clubs.● Sports clubs.● Youth clubs.● Brownies, Guides, Cubs, Scouts.
As practitioners, it is important to recognise individual needs andput strategies into place to create a fully accessible service. Someideas to assists with co-ordination difficulties are as follows.
Information pack for school-based activity to include:
● List of relevant children/young people.● Name of school contact.● List of settings who have DCD friendly clubs with
contact numbers.● Aide memoire for pupils needing support - to record
messages, dates, kit etc.● A4 cards appropriate to the setting and activities to
outline possible ʻproblem areasʼ and how to includemembers with co-ordination difficulties.
Information pack for community settings to include:
● A named school contact for further support.● List of relevant children/young people.● Information cards detailing necessary actions for
individuals.● Details of training available.
Children/Young People with Co-ordination Difficulties at aBreakfast Club may need:
● Extra space at the table.● Extra time to collect and clear away.● Assistance with managing cutlery.● Help with served food (carrying drinks or trays selecting
or carrying cutlery.● Reminders about when school starts and extra time to
finish.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
59
Extended Schools
As in the case of settingsand schools extended
provision is required torecognise and support theindividual needs of asllchildren/young people.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
60
Section 5
Wave 2 – Catch Up Programmes
Wave 2 intervention is intended to be for ashort fixed period using a baseline, measured
outcomes and monitored rigorously foreffectiveness.
DfES (2006)
Supporting Children & Young People withCo-ordination Difficulties
A Wave 2 intervention programme is where a group of targetedpupils follow a programme over a fixed period of time. Theseprogrammes are often known as ʻcatch-upʼ (designed to bringpupils quickly up to the expected standard) programmes.
Wave 2 interventions can be appropriate at any stage of a pupilʼseducation. As each pupil is developmentally different, individualsmay benefit from these programmes at different stages of theirschool careers. Secondary schools should also consider the useof these programmes to support pupils with co-ordinationdifficulties.
This section of the document provides an overview of Wave 2programmes. Wave 2 intervention should only be considered if apupil shows continuing difficulties despite appropriate support atWave 1 (Quality First Teaching).
Wave 2 interventions are designed for pupils for whom a well-structured short-term programme, possibly delivered by ateaching assistant working with a teacher, is all that is needed toenable them to make accelerated progress.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
61
Wave Two - Catch Up Programmes
My handwriting is perfectnow. It is smaller and
people can read it, whereasthey couldn’t before.”
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
62
Wave 2 InterventionsN
ame
of
Inte
rven
tio
nW
ho is
it f
or?
Wha
t d
oes
it in
volv
e?Fe
atur
es/N
ote
s
Wav
e 2
Inte
rven
tio
ns
Thi
s is
an
8-w
eek
prog
ram
me
of45
-60
min
utes
per
wee
k,in
tend
ed fo
r sm
all g
roup
s -
idea
lnu
mbe
r of
3.
Incl
udes
war
m-u
p ex
erci
ses
and
pre-
and
pos
t-as
sess
men
ts.
Sui
tabl
e fo
r pu
pils
age
d 8
and
abov
e w
hose
writ
ing
is s
low
and
labo
ured
.
Pup
ils w
hose
writ
ing
dete
riora
tes
as th
e pr
essu
re to
writ
e m
ore
and
mor
e qu
ickl
y in
crea
ses.
Tho
se w
ho fi
nd it
har
d to
get
star
ted
writ
ing
and
who
rar
ely
com
plet
e pi
eces
of w
ritte
n w
ork.
Pup
ils w
ho c
ompl
ain
of h
and
cram
ps a
nd/o
r fin
d it
diffi
cult
tosi
t stil
l and
to w
rite
com
fort
ably
.
Tho
se w
hose
wor
k ap
pear
sun
tidy
and
badl
y or
gani
sed.
‘Sp
eed
Up
’Lo
is A
dd
y (L
DA
)B
ook
outli
nes
hist
ory
and
ratio
nale
beh
ind
the
prog
ram
me.
T
here
is in
form
atio
n ab
out t
hesk
ills
need
ed to
writ
e w
ell.
Cle
ar a
sses
smen
ts/o
bser
vatio
nch
eckl
ists
.
Cal
liro
bic
s –
Han
dw
riti
ngE
xerc
ises
to
Mus
ic –
by L
iora
Lau
fer
ww
w.c
allir
obic
s.co
m
Des
igne
d to
impr
ove
eye-
hand
co-o
rdin
atio
n, fi
ne m
otor
ski
lls,
self-
este
em a
nd b
ette
r w
ritin
g -
for
ages
7-1
4.
The
pro
gram
me
com
prom
ises
aw
orkb
ook
and
CD
with
10
stru
ctur
ed s
essi
ons.
Eac
hse
ssio
n in
clud
es tw
o ha
ndw
ritin
gex
erci
ses
(one
str
aigh
t lin
es a
ndan
gula
r, on
e cu
rved
and
roun
ded)
toge
ther
with
two
piec
es o
f mus
ic.
The
pro
gram
me
may
be
wor
thtr
ying
with
old
er K
ey S
tage
2pu
pils
to g
ive
them
the
chan
ce o
fa
diffe
rent
app
roac
h, e
spec
ially
whe
re p
aren
ts m
ay b
e ke
en to
help
at h
ome
with
the
daily
prac
tice.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
63
Wave 2 Interventions (Continued)N
ame
of
Inte
rven
tio
nW
ho is
it f
or?
Wha
t d
oes
it in
volv
e?W
hat
do
es it
invo
lve?
Wri
te f
rom
the
Sta
rtIo
n Te
od
ore
scu
and
Lois
Ad
dy
Jum
p A
head
Wes
t S
usse
xIn
clus
ion
Team
A p
rogr
amm
e of
exe
rcis
es to
deve
lop
the
skill
s re
quire
d fo
rgo
od h
andw
ritin
g. S
uita
ble
for
age
4 to
11
year
s ol
d bu
t mos
tef
fect
ive
with
thos
e in
yea
rs 1
-3.
The
boo
ks a
re d
ivid
ed in
toph
oto-
copi
able
wor
kshe
ets
whi
ch m
ake
book
lets
. At t
hebe
ginn
ing
of e
ach
of th
ese
are
inst
ruct
ions
exp
lain
ing
the
aim
of
the
exer
cise
s, h
ow to
car
ry th
emou
t and
ofte
n ad
ditio
nal a
ctiv
ities
to s
uppo
rt th
e ex
erci
ses.
It sh
ould
be
done
at l
east
3tim
es a
wee
k id
eally
eve
ryda
y.(e
.g. a
s a
Wav
e 2
or 3
inte
rven
tion)
.
Mak
e su
re th
at th
e ch
ild r
ealis
esth
e im
port
ance
of t
he a
ctiv
ities
.S
et a
side
a s
peci
fic ti
me
and
stic
k to
it.
Mak
e su
re h
ands
are
cle
an,
penc
ils s
harp
, sea
ts th
e co
rrec
the
ight
.If
poss
ible
use
slo
ping
desk
s/bo
ards
.G
ive
a ch
oice
of p
enci
lth
ickn
esse
s an
d gr
ips.
Invo
lve
the
child
ren
in th
epr
oces
s of
ass
essi
ngim
prov
emen
t in
thei
r w
ritin
gbe
fore
and
afte
r a
set p
erio
d.E
ncou
rage
them
to ta
ke a
prid
ein
thei
r w
ork.
Beg
in e
ach
sess
ion
with
war
m-
up e
xerc
ises
(S
ee L
SS
leaf
let
ʻDev
elop
ing
Han
dwrit
ing
Ski
llsʼ).
A p
rogr
amm
e of
act
iviti
es to
supp
ort t
he d
evel
opm
ent o
fm
otor
co-
ordi
natio
n sk
ills.
Sui
tabl
e fo
r K
S1
and
KS
2 pu
pils
.T
here
are
3 s
tage
s an
d S
tage
2an
d 3
are
poss
ibly
too
chal
leng
ing
for
youn
g pu
pils
.
The
boo
k co
ntai
ns in
form
atio
non
Dev
elop
men
tal C
o-or
dina
tion
Dis
orde
r an
d al
l act
iviti
es,
asse
ssm
ent f
orm
s/ob
serv
atio
nsh
eets
and
che
cklis
ts a
s w
ell a
sex
ampl
es o
f pos
sibl
e se
ssio
ns.
Sta
ge 1
cou
ld b
e us
ed a
s a
com
plet
e ʻm
otor
ʼ pro
gram
me
whe
reas
act
iviti
es in
Sta
ge 2
and
3 co
uld
augm
ent a
mot
orpr
ogra
mm
e.T
here
sho
uld
be a
n as
sess
men
tat
beg
inni
ng a
nd e
nd o
f eac
hst
age.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
64
Wave 2 Interventions (Continued)N
ame
of
Inte
rven
tio
nW
ho is
it f
or?
Wha
t d
oes
it in
volv
e?W
hat
do
es it
invo
lve?
Jum
p A
head
Wes
t S
usse
xIn
clus
ion
Team
(Con
tin
ued
)
Wri
te D
ance
Mo
re W
rite
Dan
ceR
agnh
ild O
usso
ren
The
re a
re 2
5 ac
tiviti
es in
eac
hst
age
i.e. 5
act
iviti
es fo
r ea
chas
pect
of c
o-or
dina
tion.
The
prog
ram
me
shou
ld ta
ke p
lace
at le
ast 3
tim
es a
wee
k.In
Sta
ge 1
the
5 as
pect
s of
co-
ordi
natio
n ad
dres
sed
are
body
awar
enes
s, b
alan
ce, v
isua
ltr
acki
ng, b
asic
fine
mot
or s
kills
,m
otor
pla
nnin
g.In
Sta
ge 2
: pen
cil s
kills
, bal
ance
,se
nsor
y pe
rcep
tion,
bila
tera
lin
tegr
atio
n, e
ye/h
and
co-
ordi
natio
n.In
Sta
ge 3
: vis
ual p
erce
ptio
n,vi
sual
mot
or, c
o-op
erat
ive
wor
k,ba
ll sk
ills,
seq
uent
ial m
emor
y.
Writ
e D
ance
is a
ppro
pria
te fo
rpu
pils
age
d 5-
8 ye
ars
old.
Pro
gram
me
can
be u
sed
with
olde
r age
gro
up w
ho a
re s
trugg
ling
to m
aste
r han
dwrit
ing
skill
s.M
ore
Writ
e D
ance
is e
xten
ding
the
Dev
elop
men
t of W
rite
Dan
cefo
r ch
ildre
n 4-
8 ye
ars
old.
It is
a p
rogr
amm
e to
sup
port
deve
lopm
ent o
f han
dwrit
ing
usin
g m
usic
, mov
emen
t and
exer
cise
s tr
aini
ng b
oth
gros
san
d fin
e m
otor
co-
ordi
natio
n.
The
pro
gram
me
is in
tend
ed fo
rus
e w
ith a
gro
up u
sing
a w
ide
rang
e of
mov
emen
t to
mus
ic.
Par
t One
of W
rite
Dan
ceco
nsis
ts o
f 9 th
emes
whi
chin
clud
e al
l the
mov
emen
ts th
epr
essu
re, a
nd th
e sp
eed
that
toge
ther
mak
e up
lette
rs.
With
eve
ry th
eme
ther
e is
asp
ecia
l pie
ce o
f mus
ic a
nd in
addi
tion
a sp
ecifi
c rh
yme.
The
re is
a C
D R
omac
com
pany
ing
Writ
e D
ance
.
The
re is
als
o W
rite
Dan
ce in
the
Nur
sery
a p
re-w
ritin
gpr
ogra
mm
e fo
r ch
ildre
n 3-
5ye
ars
old.
Section 6
Wave 3 – Additional and Different
‘Children can master almost any skill withsufficient application and practice.’
Orton (1937)
Supporting Children & Young People withCo-ordination Difficulties
Recent research has indicated that focusing on a specificʻfunctional skillʼ that a child/young person would like to learn e.g.ʻtying shoelaces, buttons or scissor skillsʼ can be the mosteffective way of addressing a pupilʼs needs.
Some requiring provision at Wave 3 may also benefit from amotor skills programme that is suited to the individual needs ofthe pupil through carefully assessment of their strengths anddifficulties.
Planning Sheet (p147) gives an example of a planning format thatcan be used for a programme that is delivered for 15/20 minutesthree times a week. In addition to exercises that focus on fine orgross motor skills it will include goal-directed teaching which willfocus on a particular functional skill.
Sugden, Wright, Chambers and Markee (2002) produced abooklet for parents and teachers focusing on developing anintervention programme for co-ordination difficulties followingmany years working in Leeds schools. Key features were seen tobe:
● Accurate assessment - this allows for an accuratepicture of strengths and weaknesses to be developedso that an intervention programme can be matched tothe needs of the pupil.
● Little and often - from a motivational point of view it iseasier to get involvement for a short period of time thana long one. Short sessions can also be easily includedin everyday routines.
● Variety of practice - this allows use of skills in differentcontexts. Use a range of exercises from a variety ofsources.
● Meaningful and enjoyable - if progress can be seen,and the pupil sees the point of the activities they aremore likely to be working with the person guiding themthrough the intervention programme.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
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Wave 3 - Developing Skills
A multi-level approachto movement assessment
and treatment isrecommended fortreatment of DCD
as this provides formotor development at
different levels offunction – behavioural,
neuro-cognitiveand emotional.Wilson (2005)
● Adapting and analysing tasks - When a pupil canʼtperform a task it is good practice to analyse a task bybreaking it down in order for them to learn it, and ifnecessary adapting the task to make it easier toperform e.g. changing the size of a ball, changing slopeof a writing surface.
● Expert scaffolding - This is where a moreaccomplished person helps the pupil by giving supportinitially so they can perform a task, and then graduallywithdraws the support so they take more control.
● Knowing and doing - The importance of motorplanning strategies in carrying out motor skills tasks.What do I have to do before I start to write - position ofbody on chair, position of paper.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
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Wave 3 - Developing Skills (Continued)
Providing clues on how toperform a task, askingchildren about a task,and explaining whya movement should
be executed in acertain way are related
to better movementperformance.
Neimeijer, Schoemakerand Smit-Englesman
(2006)
What is goal directed learning?
Goal-directed learning is a ʻtop-downʼ approach which harnessesmotivation to achieve something meaningful in order to developskills.
In top down approaches, or task-orientated approaches, theinteraction between the person, the task and the environment isimportant and the intervention is focused on task performance,motor control and motor skill acquisition.
The Cognitive Motor Approach (Henderson and Sugden, 1992)Neuromotor Task Training (Schoemaker et al, 2003) andCognitive Orientation to Daily Occupational Performance (COOP),Miller and Polatajko, (2001) are all examples of a task-orientatedapproach.
CO-OP is described in the pilot trial by Miller et al, (2001) asoriginating as a verbal self-guidance treatment strategy where theprimary objective of CO-OP is skill acquisition. Pupils involved inthe COOP programme identify their Goal - What do I want to do?Plan - How am I going to do it? Do - carry out the task, Check -How well did my plan work? - under the guidance of a therapist.
How is the strategy taught?
Pupils are asked to follow a simple formula:
Goal - ‘What I want to do’A goal should always be absolutely clear to the pupil and adultconcerned. It should be clear stated in positive language, realistic,and it should be something that strongly motivates them toachieve. Try to keep it to something uncomplicated at first, toincrease the likelihood of success without need for a lengthysession at this stage, and to build confidence in the use of thestrategy. If the child chooses a complex skill to learn, help thembreak it down into smaller objectives and understand why theyneed to tackle them in order. State the goal clearly, so there is nomisunderstanding about the desired result.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
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Wave 3 - Goal-Directed Learning UsingCognitive Strategies
Cognitive strategies directthe pupil’s attention to
the method used tocarry out a task.
Plan - ‘How I’m going to do it’The plan also needs to be clear and stated in positive language. Itis essential that the pupil has actively contributed to the plan inorder for them to learn the links between the plan, the action andthe end result.
Do - ‘Doing the plan’Remember, most pupils with co-ordination difficulties cannot dosomething and listen to advice or analyse what they are doing atthe same time. During the sessions, it will probably be appropriateto keep this part short, especially if you can see it isnʼt workingwell. If it is successful, keep it going so the pupil can gain themaximum from it.
Check - ‘Did I do the plan, and did it work?’Encourage the pupil to notice what they did - get him/her to checkfor visual, auditory, and kinaesthetic feedback. Now is the time toget the child to analyse whether they did carry out the plan,whether it worked, and to make the all-important connectionsbetween what they did and what happened as a result.
● Was I sitting/standing in the best position?● Did I use both my ʻdoingʼ hand and my ʻhelpingʼ hand?● Did I focus on what I was doing?
Prepare a written prompt card with GOAL – PLAN – DO – CHECKon it. Make it more memorable and appealing tby adding in anelement that relates to their age and interests.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
68
Children withco-ordination difficulties
find generalizingskills difficult.
Cognitive strategies canhelp them with a
wide range ofactivities including
self-care, leisureand practical
school-based tasks.
Wave 3 - Goal-Directed Learning UsingCognitive Strategies (Continued)
Key Stage 2 and Key Stage 4
Access arrangements are put in place for those who experience alearning difficulty or disability which will impact on their ability tosuccessfully take an exam - given that they have the requiredlevel of skill and knowledge to be appropriately entered for theexam.
Access arrangements should not give unfair advantage orcompromise the skills being assessed.
The following examples of arrangements might be helpful toconsider for pupils experiencing learning or co-ordinationdifficulties:
● use of a word processor;● 25% additional time;● supervised rest breaks;● a transcript;● access to a scribe;● a reader.
At Key Stage 2 access arrangements can be put in place for thenational curriculum assessments at the end of Key Stage 2 in Y6.School staff can make some access arrangements at their owndiscretion e.g. access to a reader or a scribe or provision of atranscript or a word processor.
Applications must be made on-line to the Local Authority however,for the early opening of papers or for additional time. Pupils willonly be considered eligible for access arrangements if they meetthe criteria specified in the guidance.
At Key Stage 4 The Joint Council for Qualifications providecriteria against which applications are considered. Evidence andassessment by a specialist teacher is required regarding thepupilʼs:
● history of need and additional provision;● normal way of working;● current levels of functioning.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
69
Examination Access Arrangements
For Key Stage 2guidance regardingaccess arrangements
can be found in‘Key Stage 2
Assessment andReporting Arrangements’
which is publishedeach year by the
Qualifications andCurriculum Authority
(QCA).
For Key Stage 4guidance is issuedeach school year(1st September)
by the Joint Councilfor Qualifications
– please refer to thewebsite www.jcq.org.uk
Applications must now bemade on-line –
see websitewww.naa.org.uk/aao
Supporting Children and Young People with Co-ordination Difficulties
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70
Section 7
Specialist and Individual
An occupational therapist andphysiotherapist will make a detailedassessment of the child’s functional
motor skills.
Supporting Children & Young People withCo-ordination Difficulties
Occupational Therapy and PhysiotherapyServices
Specialist occupational therapists (OTs) and physiotherapists(PTs) treat children and young people with physical disordersaffecting their development. Referrals are made by a doctor whenthere is some evidence that the child or young person meets thecriteria for Developmental Co-ordination Disorder (see definitionsp 3). Different services will have differing routes for referrals andcriteria for diagnosis. A rough guide used is when a child or youngpersonʼs functional skills fall into the lowest 5th percentile of thepopulation.
The Developmental Co-ordination Questionnaire (DCDQ) and theMovement Assessment Battery for Children Checklist (MABCChecklist) are commonly used as part of gathering informationregarding the young personʼs skill level. An importantconsideration to take into account is whether the difficulties aredue primarily to motor difficulties or to another cause, such asemotional and behavioural difficulties, learning difficulties or lackof opportunities to develop motor skills. This may requireassessment by other professionals to eliminate any otherunderlying difficulties.
It is recommended that the advice of the OT or PT is sought if achild/young person with significant motor co-ordination difficultiesfails to make satisfactory progress after two terms of schoolintervention programmes with input from outside agencies.
Both OTs and PTs will usually carry out an initial assessment at aclinic or Child Development Centre. School visits may be carriedout to give advice on the management of the child/young personʼsmotor difficulties along with ideas for inclusion in school activitiesand access the curriculum. Long-term involvement with childrenwith co-ordination difficulties is not usual, as it is the expectationthat needs will be met within the services available in the localcommunity (including the school community).
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
71
Specialist Services
OT’s work with childrenwho predominantlyhave difficulties in
the area of fine motorskills and visual
perception.
PT’s work with childrenwho predominantlyhave difficulties in
the area of gross motorskills, including core
stability, balanceand mobility
A referral will be made to health services if concerns are stillapparent following the implementation of any school programmes.Specialist assessments by occupational therapy andphysiotherapy services can include any of the following:
Standardised● Movement Assessment Battery for Children - 2nd
edition.● Developmental Test of Visual Perception - 2nd edition.● Draw a Person.● Test of Visual Perceptual Skills (non motor) - Revised.● Perceived Efficacy and Goal-Setting System (PEGS).● Beery Buktenica Visual Motor Integration test.● Miller Function and Participation Scales (M-FUN).● Sensory Profile.● School Function Assessment.● Handwriting checklist (LDA).
Non-standardised● Clinical observations.● Developmental assessment.● Functional assessment, including independence skills,
such as dressing and use of cutlery.● Classroom observations.● Assessment in the home setting.● Scissor skills.● Areas of concern identified by the child or family.
Physiotherapists may also look at core stability, muscle tone andgait.
Supporting Children and Young People with Co-ordination Difficulties
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72
Specialist Assessments
Some therapy servicesmay offer group
activities, includingcycling and swimming.
Where possible, thegroups are linked
into the localcommunity settings
Section 8
Pupils, Parents and Carers
The views of the child should be sought and taken into account’
The Special Educational Needs Code of Practice (2001)
Supporting Children & Young People withCo-ordination Difficulties
This document encourages practitioners to identify opportunitiesto listen to pupilsʼ perspectives on aspects of their learning anddevelopment. One of the principles of The Special EducationalNeeds Code of Practice (2001) is that ʻthe views of the childshould be sought and taken into accountʼ and The Every ChildMatters agenda (2003) encourages practitioners andparents/carers to take time to listen to pupilsʼ perspectives. ThePrimary Review (2007) also concluded that ʻpupil voiceʼ should beembedded more successfully in daily teaching and learningpractices.
Reasons for finding the pupil’s perspective
Pupil participation involves giving children and young people avoice in the planning and evaluation of what they are learning. Weall learn best when we know what we are trying to achieve, howmuch time is available and who is available to offer help. Thisprovides a degree of control. In the same way, pupils learn betterif they know more about themselves as learners.
Getting the pupilʼs perspective can help to:
● involve them in developing increased motivation andpride in outcomes;
● give them responsibility for their learning;
● establish dialogue to help inform the nature of anytargets;
● share a common aim of achievement, thusengendering greater respect on both sides;
● involve them as active learners to encourage them tohelp themselves;
● recognise strengths and achievements.
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Pupil Participation
Pupils can oftenhighlight factors that
are affecting theirinclusion, as they canoften see things thatothers looking fromthe outside can’t see.Messiou (2002) refersto inclusive educationas a puzzle, and talksabout how childrenoften hold a big partof the puzzle’s pieces
due to the individualityof each child.
To give pupils a realvoice in their learning
takes time and canbe challenging but
there are good reasonsfor doing so.
Ways to develop Pupil Participation
● Talk to the pupil about what they enjoy learning anddoing, their skills, abilities and achievements, and howthey achieved their skills.
● Talk about the purpose of the tasks.
● Set targets with the pupil.
● Talk about what the pupil has already learnt thisterm/week/day, and about what skills they used, andhow those skills can be used in another context.
● Talk about what has helped a pupil to complete a tasksuccessfully.
● Listen to what pupils say about learning.
Writing Learning Targets with Pupils
Conversations about a pupilʼs learning or behaviour need to leadto a discussion about how to move forward. A joint planningmeeting involving pupils, teachers and parents can identifystrategies, resources and who can help. It is important that theemphasis is on partnership as this helps to secure ownership. Ascale (see Pupil Questionnaire 2 page 78-79) can helpconversation about the pupilʼs views of their skills, and can help togive ideas for targets. It can also be used to review progress.
“If you were to rate yourself on a scale from 1-10 for how you areat handwriting, where do you think you would put yourself?”“Where would you like to be?”Have some of the pupilʼs writing available and talk to them aboutwhat it is about their handwriting that shows they have madeprogress, and what certain letter shapes they would like toimprove to move up one notch on the scale.
“What could we do to help you move from 5 to 6?”
If a pupil gives an over-ambitious number, it is important to checkwith the child their understanding of the number they gavethemselves. For younger pupils a scale of 1-5 may be moreappropriate.
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Pupil Participation (Continued)
Conversations that focuson the concerns abouta particular pupil’slearning are moreeffective when they
take place in acontext where all
pupils talk about theirlearning. Such
conversations taketime and practice buthelp to ensure that thepupil is interested inachieving any target.
Recording Learning Targets
Targets need to be recorded in a pupil-friendly, and accessibleformat. For a few pupils, an Individual Education Plan can offer apupil-friendly framework for recording targets. It is recommendedthat schools record pupilsʼ targets and interventions in theirprovision mapping.
Targets can be easily accessible by creating a bookmark withtheir targets on it. This helps pupils, the staff working with themand parents to regularly focus on and review relevant targets.
Inclusion Passport
The Inclusion Passport is a document which provides an up-to-date summary of the provision offered by a school to meetindividual needs. It is particularly useful at points of transition(moving to a new school/setting, new phase or new class).
The passport has two elements:
● The pupil passport, which they ʻownʼ and can carry withthem to take to a new school or to their lessons, todiscuss with staff on a daily basis.
● The schoolʼs passport which forms a key part of theoverall documentation retained by schools, and ispassed on to new schools. It records the provision thata school has offered for an individual and the impact ofthat provision. It enables schools to make all staffaware of provision to which a pupil is entitled.
The Inclusion Passport should be used for all vulnerable pupils,not just for those identified with Special Educational Needs (SEN).However, schools should be developing passports for all thosewho have a statement of SEN, or who are identified at SchoolAction Plus as a minimum requirement.
Schools should be developing Inclusion Passports at the keypoints of transition. However, good practice would be to then buildon and continually update passports throughout a pupilʼs time inschool.
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Pupil Participation (Continued)
“It is worth recordingthat this child exhibits
very challengingbehaviour at times;in many schools he
would probably spendthe majority of his
energy resistingauthority and
challenging the powerbase of the teacher.
However Peter knowsthat he has a voice and
that we will listen tohim and treat him with
respect. In return herewards us with an
increasingly open loveof learning.”
Peacock (2007)
Pupil’s Name: __________________ School: _____________________ Date: _________
D.o.B. ___________________
1. Do you like school?Y/NHow much?
2. Do you enjoy playtime?Y/NHow much?
3. Do you find it easy torecord your ideas?Y/N How much?
4. Do you ever getfrustrated because youcanʼt do something?Y/NHow much?
5. Do you like working withothers?Y/N
6. Do you like P.E.?Y/NExplain your answer.
7. Do you have anydifficulties at lunchtime?Y/NWhat with?
Comments
Supporting Children and Young People with Co-ordination Difficulties
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Pupil Questionnaire 1
8. Do you use thecomputer to record yourideas?Y/N How much?
9. Do you find copyingfrom the board difficult?Y/N How much?
10. Does the work go at theright speed for you?Y/N How fast/slow?
Additional information:
Comments
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
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Pupil Questionnaire 1 (Continued)
Supporting Children and Young People with Co-ordination Difficulties
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Pupil Questionnaire 2
Name: ___________________________________ Date: _____________________
D.o.B. _____________________
What do you enjoy about school?
Is there anything you find difficult?
How would you rate yourself on the following?
POOR EXCELLENT
Handwriting
Using a ruler
Using a rubber
Using a compass
Other maths equipment
Cutting out
Enjoyment of playtimes/breaktimes
Recording your ideas on paper
POOR EXCELLENT
- short answers
- longer answers
PE
Gymnastics
Team games
Getting ready for PE
- socks
- shoes
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
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Pupil Questionnaire 2 (Continued)
Which of these would you like to improve:
1. ……………………………………….
2. ……………………………………….
3. ……………………………………….
Thank you for completing the questionnaire.
You told me that you like …………………….....…. and …….…...…………………… inschool.
You told me that you find ………………………………..........………. difficult in school.
You said that you would like to get better at:
1. ……………………………………….
2. ……………………………………….
3. ……………………………………….
We will work on ……………………………..…........... first. I can help you to get better
at ………………………………………......... by …………..……………………………….
Name: D.O.B. Date:
Y - YES S - SOMETIMES N - NOYDo you like school?
What subjects do you enjoy most? Why?
Do you have difficulty in any lessons?
Which lessons?
Are teachers aware of your difficulties?
If no, which subjects do you feel teachers are not aware of your difficulties?
What do you think teachers or adults could do to help you in class?
Do you have difficulties with any of the below in class?
Copying from the board.
Using a ruler.
Using a compass.
Using equipment in Design Technology.
Using equipment in Science.
Finishing work as quickly as others.
Writing neatly.
Drawing.
S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Do you have any difficulties in PE lessons?
Dressing and undressing.
Understanding instructions.
Y S N
Y S N
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Pupil Questionnaire 3
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Pupil Questionnaire 3 (Continued)
Y - YES S - SOMETIMES N - NO
YThrowing and catching balls.
Gymnastics.
Running and movement.
Swimming.
Do you have any difficulties at lunchtime?
Opening packets.
Carrying a tray.
Using a knife and fork.
Do you have any difficulties moving around school?
Carrying bags.
In busy corridors.
On stairs.
S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Y S N
Balance.
Y S N
In this document it is recognised that parents and carers shouldbe given the opportunity to play a pivotal role in supporting theirchild with co-ordination difficulties. This involves dealing with thevarious agencies concerned and evaluating the best course ofintervention for their child.
Success of any intervention is greater if it is part of the daily life ofthe child and their family. Home interventions that are short,relevant, appropriate and fun are more likely to be incorporatedinto family routines.
It should be noted that interventions at home may include theextended family or people from outside the family that have anexpertise e.g. a piano teacher or an extended schoolsʼ sportsclub.
Included in this document are:
● a parental questionnaire;
● an advice booklet for parents;
● a parental leaflet with information about co-ordinationdifficulties.
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Parents/Carers as Partners
“My son’s co-ordinationdifficulties are only
part of who he is andI feel that it is
important that Ihighlight this.”Parent of child
with DCD
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Parental Questionnaire
Parent/Carer’s Questionnaire
Name: ____________________________________________________ D.o.B: ______________
School: ________________________________________________________________________
Please complete this questionnaire to help us meet your childʼs needs. If you would likehelp to do this please contact _______________________________________________.
Dressing and undressing.
Toileting.
Opening cartons, packets etc.
Carrying food tray.
Managing a knife and fork.
Managing own belongings.
Use of initiative.
Awareness of time.
Independence Skills COMMENTS✓
PROBLEMAREA
Does your child have difficulties in the areas listed below? Tick if you feel there is aproblem, and add comments if you wish.
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Parental Questionnaire (Continued)
Walking and running.Swimming
Stamina.
Negotiating stairs and obstacles.
Sitting or standing still.
Balance.Can they ride a bike?
Climbing apparatus.
Ball skills.
Movement and Mobility COMMENTS
Recording Skills COMMENTS✓
PROBLEMAREA
Pen or pencil grasp and control.
Writing and drawing.
Work layout and use of space.
Using a computer keyboard andmouse.
✓PROBLEM
AREA
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Parental Questionnaire (Continued)
Language comprehension.
Speech.
Communication with adults.
Communication with children.
Following instructions.
Managing frustration.
Following rules in games.
Communication, Social andEmotional Skills COMMENTS
Managing Equipment COMMENTS✓
PROBLEMAREA
Unusual anxieties.
Use of scissors and craftequipment.
Use of ruler, eraser and mathsequipment.
Use of science and technologyequipment.
✓PROBLEM
AREA
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Parental Questionnaire (Continued)
Attention.
Memory.
Behaviour.
Other Areas COMMENTS✓
PROBLEMAREA
Please tell us about your child’s strengths. Also, if you have any questions, or furthercomments which may help us to help your child, please add them below or on anotherpiece of paper.
Thank you for your help.
Questionnaire completed by: ___________________________ Date: ________________
Relationship to child: _______________________________________
Please return the completed questionnaire to:
____________________________________
Section 9
Self Esteem
Feeling positive about ourselves helps usto make more effort to achieve and to
attribute our achievements to our efforts.This helps us to feel more in control of our
lives, and what happens to us.
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What is Self-Esteem?
Self-esteem is essentially an attitude or opinion about ourselves.It is tied into the concepts of self-image and the ideal self.
Self-Image is how we see ourselves:● how we think we look;● what sort of person we think we;● what we think are our skills are;● how we think we relate to others.
Ideal Self is the person we would like to be.
Self-Esteem is the difference between our self-image and ourideal self.
Low self-esteem
Self image ……............................................... Ideal self
High self-esteem
Self image…………Ideal self
If the difference between our self-image and ideal self is large, weare said to have low self-esteem.
If the difference between our self-image and ideal self is small, weare said to have high self-esteem.
How do we Acquire Self-Esteem?
Self-esteem develops throughout our lives. It is influenced by howwe see we are accepted and valued by those around us e.g.parents/carers, other significant adults, peers. We also see whatis accepted and valued in others and this influences how wewould like to be. An individualʼs self-concept is dependent on theirinterpretation of events and interactions i.e. OPINIONS/BELIEFSrather than FACT.
These beliefs are learnt. We are all more likely to notice andaccept information which is consistent with our self-concept. Thisis described as BIASED SCANNING. Those with a poor self-image will be more open to information which confirms anyinadequacies. They also distort contrary information to fit with anegative self-image.
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Self-Esteem
Factors that underpinlearning, such as
pupils’ pleasure inlearning and their
self-esteem have moreof an effect on
some children’sachievements than
teaching the curriculum‘harder and longer.’Ainscow et al (2004)
How Does Low Self-Esteem Affect Us?
Low Self-Esteem can result in:
● lower academic achievement;● little effort -ʻwhat is the point?ʼ;● reluctance to try new things;● finding it hard to take credit for achievements;● a belief that success comes from luck;● little self-respect;● depression.
It is quite healthy for there to be a discrepancy between anindividualʼs self-image and ideal self. This encourages somestriving and like the effect of the level of adrenalin, there is anoptimum which facilitates enhanced performance. When thediscrepancy starts to worry the individual, self-esteem is lowered.
It is difficult for a pupil to compartmentalise failure in one area e.g.poor handwriting can become generalised and they can feel afailure. An adult is more likely to avoid situations where they donot feel competent. Avoidance and compensation/striving canbecome problematic if they become excessive.
They cannot afford to take risks. Feeling positive about ourselveshelps us to make more effort to achieve and to attribute ourachievements to our efforts. This helps us to feel more in controlof our lives, and what happens to us.
How do we Increase Self-Esteem?
We can increase self-esteem by reducing the gap between theself-concept and the ideal self by helping pupils:
● to have a more realistic ʻidealʼ;● to have a more positive view of self.
Schools can influence self-esteem on several levels:
● individually;● class;● whole school.
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Self-Esteem (Continued)
Maines & Robinson (2001)equate the level of apupil’s self-esteem to
money in their pocket.Those with a lot of
money can afford totry new things and
take some risks. Theymay lose a little butthey will not be poor.
Pupils with a lowself-esteem can beviewed as having
little money in theirpocket.
Teacher/pupils relationships are fundamental to fostering self-esteem. The psychological events of a classroom have beenlikened to therapy (Burns 1982) Rogers describes 3 conditions asnecessary to affect change:
◆ Empathy - seeing things from anotherʼs point of view,try to stand in their shoes.
◆ Unconditional/ Positive Regard - accept theindividual, liking and showing concern and interest.Helping them to feel accepted for what they can dorather than comparing them to others will make themless likely to have unrealistic expectations.
◆ Genuineness - being ʻrealʼ in the relationship ofteacher/pupil. Congruence between verbal and non-verbal behaviour. The use of ʻPositive Talkʼ and ʻIʼmessages are relevant here. A person with low self-esteem is more likely to accept positive feedback if youare commenting about the work/behaviour rather thangeneralised evaluation.
Listening is the essential ingredient in forming a relationship.
Tactics for Increasing Positive Interactionswith Pupils
◆ Label the act rather than blaming the individual.
◆ Taking the risk yourself - appropriate self-disclosure.
◆ If it is not done well rather than writing ʻyou must …ʼ trysubstituting ʻI will help you to ...ʼ. If it is done well givean ʻIʼ message and a specific rather than merely ʻGoodtryʼ substituting ʻI like your choice of adjectivesʼ.
◆ Apologise for being busy and keeping a child/youngperson waiting - this helps them to feel important andthat they deserve your respect.
◆ Non-verbals - a hand on the shoulder, a pat on theback, a smile or a wink can be powerful indicators thatyou recognise a child/young person as an individual.Brief, fairly frequent non-verbal messages can givepositive signals and maintain on-task behaviours.
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Self-Esteem (Continued)
Strategies to developSelf-Esteem
List positive qualities,skills and assets.Review life’s successes.Keep a positive data log.Encourageself-praise/reward.Treat self.Share problems(self-disclosure).Practice anti-perfectioniststrategies.Practice positiveself-talk.
◆ A whisper in time - this can decrease an escalatingsituation. It is private and non-threatening.
◆ Target teach to success. Identify an agreed goaltowards, ensure the steps to success are small,measurable and can be demonstrated to the child. Forexample ʻTo learn to catch a tennis ball successfullyʼ.
◆ Let children/young people record their ownachievements.
◆ The clearer about what the classroom/social aims themore effective they are.
◆ Circle time.
◆ Make Punishments Positive:a) Iʼm not that strict;b) Allow a calming down period.
◆ Positive ʻIʼ messages - to all children/young people.Many positive messages are judgmental e.g. ʻThat is agood paintingʼ. This may be rejected and the picturemay be torn up because it may not be what she/hejudges to be good.
Behavioural Approaches
The following can reinforce and shape behaviour to enhance self-concept e.g.:
- Work with the child/young person to help them setachievable goals and monitor these together regularly.
- Identify a behaviour that would indicate the child/youngperson was becoming more positive about herself, lookfor and positively reinforce this behaviour.
- Get a pupil to record positive comments with tallymarks; deliberately increase your level of praise to theclass as a whole/individuals.
- Appropriate touch when praising good academic/socialbehaviour in a way that encourages improvement andoffers the support and information for the child/youngperson to do this.
- Try to make a positive comment before correction.- Take every opportunity to make positive comments
about a child/young person using ʻIʼ statements.- Encourage realistic self-praise.- Avoid the use of should, musts, and oughts.
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Self-Esteem (Continued)
Staff who have apositive self-concept
are more able topromote self-esteem
in their pupils.
Positive Talk
Get attention by:- Using the child/young personʼs name.- Establishing eye contact and keep this, if it is broken
stop talking and say: ʻJohn, look at meʼ.- Use physical proximity e.g. stand near, put hand on
shoulder.
Be clear by:- Giving clear positive instructions i.e. tell him what you
want him to do.- Avoid long sentences. Stick to two or at most three
pieces of information e.g. ʻPut your shoes in the hall.- ʻHang your coat upʼ.
Check that the pupil has understood you.- Ask individual to tell or show you what they think has
been said or agreed. Do not accept a nod, they mightnot realise that they have not understood correctly.
Give ‘I’ messages rather than ‘You’ messages.- ʻIʼ messages are non-judgmental and let the
child/young person know what you feel and think.
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Self-Esteem (Continued)
Self-help tips forbuilding self-esteem.
◆ Be positive.
◆ Be honest - acceptyourself and yourlimitations, i.e. don’t beover-critical.
◆ Cope with criticism -can this beconstructive? If it isunfair then ignore it.
◆ Be assertive - noticeyour needs, say whatyou think and learn tosay ‘no’.
◆ Have a go/become an‘expert’ in a specificarea.
◆ Be clear about what isin you power to changeand what is not.
◆ Be organised e.g. lists
◆ Plan in advance how tohandle difficultsituations.
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Section 10
Managing Transitions
When change is managed well and plannedfor transitions between classes, schools or
settings can provide new opportunitiesfor the development of
children and young people.
Supporting Children & Young People withCo-ordination Difficulties
Beginning a new school or setting can raise anxieties for children,young people and their parents/carers. This can be the case whenbeginning pre-school, primary school or secondary school. Evenwithin the same school, starting a new class, year group or setcan be a positive new beginning or pose difficulties.
When change is managed well and planned for, these transitionsbetween classes, schools or settings can provide newopportunities for the development of children and young people.
Reports of successful transition highlight the importance ofpreparation and planning in advance of a young personʼs arrival.When transitions are smooth, children, young people and theirparents consider that their views were listened to, and actedupon. On-going liaison ensured that any concerns wereaddressed early.
It is also helpful to plan for other transitions which take place inschools such as phase transitions, moves to different year groupsand lesson groupings.
Research into positive inclusion experiences for children andyoung people highlights the importance of attitudes for all who areinvolved. Outcomes were better when a positive problem-solvingapproach was adopted by all.
When planning for a successful transition, it is useful to consider:
◆ What are the possible obstacles to success?
◆ What approaches and/or equipment will reduce anybarriers to a successful transition?
Preparation
It is best if preparation for transition is begun in good time. Thisenables possible obstacles to be anticipated and allows solutionsto be planned for.Young people and their families may benefit from visiting theschool or setting more often.
Good Communication
Talking with the children and young people, their parents/carers,staff who already know the young person, outside agencies isinvaluable in developing a transition plan and keeping this ontrack. Good communication helps to establish and maintainpositive relationships built on trust.
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Managing Transitions
“Every time my childstarts a new class,
it’s as if he has starteda new school - anydifficulties seem tocome as a surpriseto his new teacher.”
Parent
My son felt as ifhis ideas were listened
to and any concernswere followed up.”
Parent
Information Sharing
Providing subject teachers, supply teachers, and teachingassistants with a clear outline of any difficulties which a pupil willencounter can prove invaluable. This can assist planning,teaching and supporting the children and young people.
Encouraging Peer Support
Acceptance by the peer group is highlighted as very important byyoung people and their carers particularly in the secondaryschool. It helps young people to feel part of school life and tocontinue to engage with their learning.
Pairing or grouping young people with peers who can supportthem can be a useful way of helping them to settle into a newenvironment. Attendance at clubs is another way to meet peerswith similar interests.
They may need a direct invitation and to be reminded about whatis available, where and when they are held on more than oneoccasion.
Mentors
Children and young people can benefit from a mentor figure whohas an awareness of their needs. Mentors can listen to anyconcerns and deal with any issues quickly, so that escalation doesnot occur. They can also act as an advocate should the needarise.
Staff Training
Staff who have received training about the issues, usefulstrategies and equipment are likely to feel more confident. Thistraining could be formal through outside agencies, parents or fromthe pupils themselves. In some cases, training may be on-going inlessons from the child/young person.
Teaching Strategies
Those with co-ordination difficulties find it useful to haveinformation presented on handouts, table or tapes for example.This provides the best opportunity for their focus to be thelearning tasks. As a result, energy is not used up by makingnotes.
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Managing Transitions (Continued)
Often children withco-ordination difficultiesfind change challenging
particularly at thekey transition pointsin their school career.
A number of subjects include topics which require good spatialawareness e.g. map reading, geometry, measuring, and technicaldrawing. Teachers can consider extra time and appropriateequipment in advance of lessons.
Visual perception tasks require longer processing time for somepupils with co-ordination difficulties. As a result finding their wayaround the building and following a timetable may take longer.Children/young people may also tire quicker than others, whencompleting certain tasks, because of the immense effort which isinvolved.
Validation
Like all children/young people, those with co-ordination difficultiesbenefit from having their strengths recognised and built upon, andby staff having high expectations of them. This helps to ensurethat any difficulties are not globalised by the adults or the childrenand young people themselves.
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Managing Transitions (Continued)
Smooth transitions areprompted by:RecognitionPreparationRespectTrustOn-going Learning
- For all who areinvolved
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Appendix 1
Assessment
This appendix provides resources to supportprofessionals in assessing the needs of children withco-ordination difficulties.
The resources are as follows:
Initial Assessments:• Checklist 1 – initial observations. • Checklist 2a – more detailed observation checklist
linked to fine motor skills and handwriting.• Checklist 2b – more detailed observation checklist
linked to gross motor skills through a multi-skillsassessment.
Detailed Assessments of a child’s co-ordination:• Teachers’ Questionnaire;• Walking/running and catching;• Balancing;• Jumping;• Throwing and Catching;• Visual Perception;• Crossing the Mid-line;• Fine Motor Skills.
These assessments should be analysed togetherwith results of pupil and parent questionnaires togive an overview of a child’s strengths andweaknesses in terms of co-ordination, and theimpact these are having on their daily life.
Additional resources linked to assessments:• Complete the shape; • Scissors skills sheets;• Copy shapes;• Tracing lines;• Mazes/Tracking between lines;• Self-portrait.
Having a clear idea of a child oryoung person’s strengths andweakness will inform on the
most appropriate intervention strategies.
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Initial Motor Skills Checklist 1
Activity Yes (✓) No (X)
Gross Motor● Difficulties with hopping, skipping and jumping.
● Difficulties with throwing and catching.
● Problems co-ordinating the body i.e. unco-ordinated.
● Poor ability to kick/strike a ball.
Fine Motor● Awkward pencil grip.
● Poor letter formation.
● Slower than peers - often doesnʼt finish written work.
● Poor scissor skills.
● Slow changing for PE - struggles with buttons andfasteners/tying shoe laces.
● Poor pencil control - struggles with drawing.
Behaviour● Reluctance to participate in sports and PE - frequently absent
on days that PE takes place or forget kit or bring in sicknessnote.
● Difficulty in identifying dominant hand.
● Poor sitting posture.
● Wriggling.
● Following directions/instructions.
● Organisation of belongings and time.
● Attention difficulties.
● Difficulty in copying from the board.
● Struggling to master bike riding/swimming.
● Low self-esteem/confidence.
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Checklist 2a Fine Motor/Handwriting
Activity Yes (✓) No (X)
Fine Motor● Dominant hand/threading 10 beads in 2 minutes (swaps
hands when undertaking task).
● Pincer grip - manipulation of pegs into board using dominanthand. Either hand - (time a row).
● Crossing the mid-line - transferring bean bag from 1 hand toanother - without rotating the body.
● Tie shoe/laces/buttons.
● Twist nut and bolt.
● Cutting along line with curve and corner - round a circle.
● Building tower with 10 1” cubes - watch for swapping hands.
Handwriting(1) Pencil Grip:
- too much/too little pressure;- high up/too low shaft;- tripod;- thumb crossed/closed web space;- held between thumb and several fingers.
(2) Posture:- rests wrist on table/forearm;- position of paper;- position of body on chair at table - feet touch floor?
● Quick fox - DASH speed handwriting speed.
● Free writing.
● Draw a man - (Goodenough).
● Draw circle, triangle, square +, x, diamond.
● Draw a line with a ruler.
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Checklist 2b Gross Motor Multi-Skills Assessment
AgilityAssessment 1
Pupil is assessed while moving forwards, laterally and backwards whileavoiding obstacles e.g. SAQTM Hurdles/ladders or cones. As with allassessments, encourage quality at a controlled speed. Alter difficultythrough:
1. cones or beanbags on their heads;2. timed competition;
3. throwing and catching a ball at intervals/on the move.
AgilityAssessment 2
This task can be used with either colours or points of the compass asreference markers. Pupils must manoeuvre from one point to the next ascommanded, using hands or feet as directed. Returning to the centre eachtime. Alterations for difficulty are:
1. ball with passing drills;2. timed competition;3. balancing a cone on the head.
This test will scrutinise gross motor control. Pupils will attempt one foot in each rung of an SAQTM ladder while theother leg is ʻdeadʼ on the left or right of the ladder. The leg in the ladderrung producing a high knee lift and the opposite arm a sprint motion.Requirements are control, good knee lift and spring from the ball of thefoot. The teacher must look closely for those who are rushed, leanforward, hunched, quickly lose control and often trip over the ladder.
AgilityAssessment 3
BalanceAssessment 1
Required for this test are balance pads, circular in shape, filled with air,creating an unstable base for the pupil to stand on.The tests require, 2 feet, 2 feet while catching a ball, 1-foot balance andfor those extremely advanced 1 foot balance while catching. This test canbe carried out for a timed period. Again, like all these tests we are lookingfor weakness in all the highlighted traits described at the start of thisdocument, not one particular trait per test.Ensure pupils stand entirely on the balance board and not on the floor.
Three progressions in this assessment allow the teacher to see the pupilperform at different levels.
The task is to balance along each of the apparatus, demonstrating movingbalance in its simplest format:
1. a simple marked line on the sportshall floor;2. a bench - correct way up, using mats on either side for protection;3. a bench - upturned, using the thin strip of wood to balance upon
(inc. mats).
BalanceAssessment 2
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Checklist 2b Gross Motor Multi-Skills Assessment(Continued)
Co-ordinationAssessment 1
Much of the co-ordination assessment can be achieved through SAQ™-based activities (speed, agility, quickness). Most schools now realisethe benefit of ladder and hurdle-based dynamic warm-ups and sports-specific drills which target gross motor control development throughtraining of the central nervous system.
This drill simply requires the pupil to place both feet in each rung of theladder, and in each gap in the hurdles, keeping up a momentum,preferably quicker than walking pace. Using the chant (in their head) of1-2, 1-2, 1-2, 1-2, 1-2 as a guide for the pupil.
Main points: avoid rounded shoulders, staring down at feet, not raisingknees, flat feet, tripping etc.
Co-ordinationAssessment 2
The drill requires the pupil to focus on where their hands are beingplaced, while still moving efficiently using their lateral sidestep.
Working in groups of four, pupils pick up an SAQ™ ladder, two pupilsstand either side of the ladder, with one leading they will match handsinto rungs of the ladder, thus moving laterally alongside crossing themid-line where required.
Focus on feet not crossing, speed of response, picking the correctplacement.
So far the majority of our assessments have been of gross-motor i.e.Agility, Balance, Co-ordination. What we want from these assessmentsis an overall picture of a child with potential DCD, and to get that weneed to assess their fine motor control, and non-sports-specific-basedtests can often show these well.
Brain-gym style activities are wide and varied, the following are somevery simple basic ones:
● Face-to-face, hand mirroring.
● Index finger mirroring.
● As above but crossing the mid-line and changing heights.
● Body part recognition from word to action e.g. touch yournose, ears etc.
● Cross the mid-line with one hand holding the earlobe andone hand holding the nose…swap.
Co-ordinationAssessment 3
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Teacher Questionnaire
Name: ____________________________________________________ D.o.B: ______________
School: ________________________________________________ Date: __________________
Please complete this questionnaire to help identify needs.
Dressing and undressing.
Managing own belongings.
Use of initiative.
Awareness of time.
Other.
Walking, Running, Swimming.
Stamina.
Negotiating stairs and obstacles.
Sitting or standing still.
Independence Skills COMMENTS✓
PROBLEMAREA
Are there difficulties in the areas listed below? Tick if you feel there is a problem, andadd comments as appropriate.
Movement and Mobility COMMENTS✓
PROBLEMAREA
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Teacher Questionnaire (Continued)
Balance.
Climbing apparatus.
Ball skills.
Movement and Mobility (Contd.) COMMENTS
Recording Skills COMMENTS✓
PROBLEMAREA
Pen or pencil grasp and control.
Handwriting.
Drawing.
Work layout and use of space.
✓PROBLEM
AREA
Using a computer keyboard andmouse.
Communication, Social andEmotional Skills COMMENTS
✓PROBLEM
AREA
Language comprehension.
Speech.
Communication with adults.
Communication with children.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
103
Teacher Questionnaire (Continued)
Following instructions.
Managing frustration.
Following rules in games.
Unusual anxieties.
Communication, Social andEmotional Skills (Contd.)
COMMENTS
Managing Equipment COMMENTS✓
PROBLEMAREA
Use of scissors and craftequipment.
Use of ruler, eraser and mathsequipment.
Use of science and technologyequipment.
✓PROBLEM
AREA
Attention.
Memory.
Behaviour.
Other Areas COMMENTS✓
PROBLEMAREA
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
104
Teacher Questionnaire (Continued)
Please comment on strengths. Also, if you have further comments which may helpwhen planning provision for this child, please add them below or on another piece ofpaper.
Questionnaire completed by:
Name: ___________________________ Role: ________________ Date: ____________
Name: ___________________________ Role: ________________ Date: ____________
Name: ___________________________ Role: ________________ Date: ____________
Thank you for your help.
Please return the completed questionnaire to:
____________________________________
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
105
Motor Skills AssessmentN
ame:
Dat
e:
Act
ivit
y
Wal
king
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Mai
ntai
n ba
lanc
e fo
r 10
step
s.
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey F
acto
rs In
volv
ed
Wal
king
/Run
ning
/Cra
wlin
g
Hea
d he
ld in
a r
elax
edpo
sitio
n.H
eels
off
the
floor
.
Arm
s by
sid
e.
Run
ning
To r
un in
a s
trai
ght l
ine
in s
choo
l hal
l or
yard
.
Lift
heel
s w
hen
runn
ing.
Mak
es a
n ev
en s
ound
whe
n ru
nnin
g in
a s
trai
ght
line.
Arm
s us
ed to
ass
ist
mov
emen
t.H
ead
look
s fo
rwar
d.
Cra
wlin
gM
oves
opp
osin
g ha
nds
and
feed
rig
ht h
and/
left
foot
, lef
t han
d/rig
ht fo
ot..
Look
s in
dire
ctio
n of
forw
ard
mov
emen
t.C
raw
ls w
ith to
es o
n flo
or.
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
106
Motor Skills Assessment (Continued)N
ame:
Dat
e:
Act
ivit
y
Sta
ndin
gS
tand
on
a fix
ed p
oint
inan
upr
ight
pos
ition
, with
a re
laxe
d po
stur
e.
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Toes
and
hee
ls o
f bot
h fe
eton
the
floor
.
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey F
acto
rs In
volv
ed
Bal
anci
ng
Rel
axed
pos
ition
- a
rms
stra
ight
by
side
.H
ead
still
and
look
ing
forw
ard.
Bal
anci
ngB
alan
ce o
n le
ft fo
ot.
It m
ay b
e n
eces
sary
to
allo
w h
old
ing
of
the
bac
k of
a c
hai
r in
itia
llyto
reg
iste
rco
mp
eten
cy.
Bod
y re
mai
ns u
prig
ht.
Bal
ance
mai
ntai
ned
for
atle
ast c
ount
of 1
0 se
cond
s.S
trat
egie
s us
ed.
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Bal
ance
on
right
foot
.It
may
be
nec
essa
ry t
oal
low
hol
din
g o
f th
eb
ack
of a
ch
air
init
ially
to r
egis
ter
com
pet
ency
.
Bal
ance
mai
ntai
ned
for
atle
ast c
ount
of 1
0 se
cond
s.S
trat
egie
s us
ed.
Bod
y re
mai
ns u
prig
ht.
Ho
pp
ing
Th
is t
ask
shou
ld n
otb
e u
nd
erta
ken
un
til
bal
anci
ng
on
eac
h le
gis
ach
ieve
d.
Can
hop
on
left
foot
5tim
es w
ith b
ody
uprig
ht.
Can
hop
on
right
foot
5tim
es w
ith b
ody
uprig
ht.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
107
Motor Skills Assessment (Continued)N
ame:
Dat
e:
Act
ivit
y
Sta
tic
Jum
pin
gD
emon
stra
te a
sin
gle
vert
ical
jum
p w
ith b
oth
feet
toge
ther
, lan
ding
on
the
sam
e pl
ace.
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Ade
quat
e lif
t fro
m fl
oor
(spr
ing-
like)
.
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey F
acto
rs In
volv
ed
Jum
pin
g
App
ropr
iate
arm
sw
ing
toga
in m
omen
tum
.
Cro
uch
befo
re ju
mp.
Dyn
amic
Jum
pin
gC
hec
k on
e fo
rwar
dju
mp
fir
st.
Dem
onst
rate
forw
ard
jum
p bo
th fe
et to
geth
er,
5 ju
mps
.
Upr
ight
pos
ture
whe
nju
mpi
ng.
Take
-off
and
land
ing
with
both
feet
toge
ther
.
Mov
es fo
rwar
d.
Flu
ent m
ovem
ent f
rom
one
jum
p to
the
next
.
Take
-off
and
land
ing
with
both
feet
toge
ther
.
Ade
quat
e lif
t fro
m fl
oor
(spr
ing-
like)
.
Cro
uchi
ng b
efor
e ju
mp.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
108
Motor Skills Assessment (Continued)N
ame:
Dat
e:
Act
ivit
y
Thr
ow
ing
Thr
ows
bean
bags
into
aho
op/b
aske
t 3 m
etre
saw
ay.
Use
5 o
r 10
bea
nb
ags
dep
end
ing
on
ag
e an
dab
ility
of
child
.
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Bal
ance
Sta
ble
shou
lder
gird
leTr
unk
stre
ngth
Pro
prio
cept
ion
(bod
yaw
aren
ess)
Use
s le
ft ha
nd to
thro
wun
derh
and.
Sco
re:
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey F
acto
rs In
volv
ed
Thr
ow
ing
and
Cat
chin
g
Look
s at
hoo
p be
fore
thro
win
g.
Cat
chin
gC
atch
es a
bal
l fro
m a
dist
ance
of 3
met
res.
Siz
e of
bal
l an
dd
ista
nce
will
var
y.
Use
s rig
ht h
and
to th
row
unde
rhan
d.
Cat
ches
bal
l ten
tim
es.
Wat
ches
bal
l.
Sta
nds
appr
opria
tely
.
Trap
s ba
ll in
bot
h ha
nds.
Cra
dles
bal
l in
arm
s.
Look
s at
hoo
p be
fore
thro
win
g.
Sco
re:
Sco
re:
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
109
Visual Perception AssessmentN
ame:
Ag
e:D
ate:
Del
ayed
Ski
ll
PE
NC
IL S
KIL
LSIm
mat
ure
dra
win
gs
Sig
nific
antly
diff
eren
tto
pee
rs.
Obs
erva
tion
skill
s.S
patia
l per
cept
ion.
Bod
y im
age.
Vis
ual i
mag
ery.
Spa
cial
per
cept
ion
Bod
y im
age.
Obs
erva
tion
skill
s.V
isua
l im
ager
y.
Are
det
ails
lack
ing?
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey v
isua
l ski
lls n
eed
ed
Vis
ual P
erce
pti
on Is
the
exec
utio
n po
or?
Lack
of
ob
lique
line
sin
dra
win
gs
or
lett
erfo
rms.
Is s
hape
cop
ying
imm
atur
e?
Are
obl
ique
line
s ei
ther
avoi
ded
or p
oorly
exec
uted
?
Are
pro
port
ions
ver
yim
mat
ure
or th
eor
ient
atio
n un
usua
l?
Vis
ual d
iscr
imin
atio
n.V
isua
l for
m c
onst
ancy
.D
irect
iona
l aw
aren
ess.
Spa
tial a
war
enes
s in
nea
rsp
ace.
Han
d-ey
e co
-ord
inat
ion.
Mot
or p
lann
ing
diffi
culti
es.
Vis
ual d
iscr
imin
atio
n.V
isua
l for
m c
onst
ancy
.D
irect
iona
l aw
aren
ess.
Spa
tial a
war
enes
s in
nea
rsp
ace.
Mot
or p
lann
ing
diffi
culti
es.
Obs
erva
tion
skill
s.H
and-
eye
co-o
rdin
atio
n.
Vis
ual d
iscr
imin
atio
n.D
irect
iona
l aw
aren
ess.
Obs
erva
tion
skill
s.H
and-
eye
co-o
rdin
atio
n.M
otor
pla
nnin
g di
fficu
lties
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
110
Visual Perception Assessment (Continued)D
elay
ed S
kill
Freq
uent
rev
ersa
lsaf
ter
the
age
of
7yr
s.
Orie
ntat
ion
in s
pace
.Le
ft/rig
ht a
war
enes
s.V
isua
l mem
ory.
Bi-l
ater
al in
tegr
atio
n.V
isua
l sca
nnin
g.
b / d
con
fusi
on, r
ever
sed
num
eral
s an
d le
tters
?
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey v
isua
l ski
lls n
eed
ed
Diff
icul
ty c
hang
ing
dire
ctio
n w
ith p
enci
l?Im
mat
ure
wri
ting
.
Lette
rs u
nrec
ogni
sabl
e?
Sta
rts
lette
rs a
t the
botto
m, d
espi
te b
eing
taug
ht to
sta
rt th
em a
t the
top?
Diff
icul
ty c
ross
ing
the
body
mid
-line
with
pen
cil?
Sw
aps
hand
s in
the
mid
dle?
Han
d-ey
e co
-ord
inat
ion.
Mot
or p
lann
ing.
Spa
tial a
war
enes
s.
Han
d-ey
e co
-ord
inat
ion.
Vis
ual d
iscr
imin
atio
n.V
isua
l for
m c
onst
ancy
.D
irect
iona
l aw
aren
ess.
Spa
tial a
war
enes
s in
nea
rsp
ace.
Mot
or p
lann
ing
diffi
culti
es.
Spa
tial a
war
enes
s in
nea
rsp
ace.
Vis
ual m
emor
y.V
isua
l im
ager
y.
Po
or
use
of
spac
ew
hen
dra
win
g o
rw
riti
ng.
Sta
rts
writ
ing
in th
em
iddl
e of
pag
e, o
r w
rites
or d
raw
s al
ong
one
of th
eed
ges
of th
e pa
ge?
Spa
tial a
war
enes
s in
nea
rsp
ace.
Writ
ing
or le
tters
ver
yva
riabl
e in
siz
e, o
ften
expa
ndin
g to
fit s
pace
avai
labl
e?
Spa
tial a
war
enes
s in
nea
rsp
ace.
Han
d-ey
e co
-ord
inat
ion.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
111
Visual Perception Assessment (Continued)D
elay
ed S
kill
Po
or
use
of
spac
ew
hen
dra
win
g o
rw
riti
ng (C
onti
nu
ed).
Spa
tial a
war
enes
s in
nea
rsp
ace.
Dire
ctio
nal a
war
enes
s.
Sm
ooth
sac
cadi
cm
ovem
ents
.V
isua
lly c
ross
ing
the
body
mid
-line
.U
se o
f all
visu
al fi
elds
.V
isua
l fig
ure
grou
nd.
Lette
rs s
catte
red
abou
tth
e pa
ge, n
ot s
eque
ntia
llypl
aced
?
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey v
isua
l ski
lls n
eed
ed
Poo
r sp
acin
g be
twee
nw
ords
?
Whe
n re
adin
gp
arag
rap
hs la
cks
fluen
cy b
ut s
ing
lew
ord
s re
ad w
itho
utd
iffic
ulty
.
Slo
w to
cop
y, w
ith s
ever
aler
rors
(om
issi
ons,
repe
titio
ns, m
issp
ellin
gs)?
Mis
sing
wor
ds o
r lin
es o
utw
hen
read
ing?
Hes
itant
and
mak
eser
rors
, or
shor
t atte
ntio
nsp
an w
hen
read
ing?
Spa
tial a
war
enes
s in
nea
rsp
ace.
Han
d-ey
e co
-ord
inat
ion.
Vis
ual i
mag
ery.
Sho
rt-t
erm
vis
ual m
emor
y.A
ccom
mod
atio
n of
focu
s to
diffe
rent
dis
tanc
es.
Vis
ual a
cuity
.V
isua
l fig
ure
grou
nd.
Vis
ual s
cann
ing
and
smoo
th s
acca
dic
mov
emen
ts.
Diff
icul
ty c
op
ying
fro
m t
hew
hite
bo
ard
.
Get
s lo
st, o
r av
oids
mov
ing
arou
nd s
choo
l or
grou
nds
to a
void
get
ting
lost
?
Topo
grap
hica
l orie
ntat
ion.
Fre
quen
tly g
ets
clot
hes
insi
de o
ut o
r ba
ck to
fron
t?
Spa
tial a
war
enes
s in
nea
rsp
ace.
Vis
ual d
iscr
imin
atio
n.V
isua
l clo
sure
.
Freq
uent
ly g
ets
lost
whe
n m
ovi
ng a
bo
utsc
hoo
l.
Slo
w t
o d
ress
ind
epen
den
tly.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
112
Visual Perception Assessment (Continued)D
elay
ed S
kill
Slo
w t
o d
ress
ind
epen
den
tly.
(Con
tin
ued
).
Fig
ure
grou
nd.
Spa
tial a
war
enes
s in
nea
rsp
ace.
Vis
ual c
losu
re.
Han
d-ey
e co
-ord
inat
ion.
Bod
y im
age
and
awar
enes
s.S
patia
l aw
aren
ess
in w
ide
spac
e.V
isua
l dep
th p
erce
ptio
n.
Str
uggl
es to
man
age
fast
enin
gs, y
et h
as a
secu
re p
ince
r gr
asp?
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey v
isua
l ski
lls n
eed
ed
Doe
snʼt
seem
to n
otic
eob
stac
les
until
they
are
bum
ped
into
or
falle
nov
er?
Freq
uent
ly t
rip
s o
ver
or
bum
ps
into
ob
stac
les.
Doe
snʼt
find
obje
cts
whi
char
e am
ongs
t oth
erob
ject
s?
Vis
ual f
igur
e gr
ound
.V
isua
l dis
crim
inat
ion.
Vis
ual c
losu
re.
Can
’t f
ind
ob
ject
slo
oke
d f
or.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
113
Visual Perception Assessment (Continued)S
ELF
-PO
RT
RA
IT
DA
TE
:D
AT
E:
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
114
Visual Perception Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
115
Visual Perception Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
116
Visual Perception Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
117
Visual Perception Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
118
Visual Perception Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
119
Visual Perception Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
120
Visual Perception - Hand-Eye Co-ordination
Draw pencil line, between lines, from outside to middle.
Draw a line from the outside to the centre.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
121
Visual Perception - Hand-Eye Co-ordination (Continued)
Draw a line from the outside to the centre.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
122
Visual Perception - Hand-Eye Co-ordination (Continued)
Draw a line from the outside to the centre.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
123
Crossing the Mid-line AssessmentN
ame:
Dat
e:
Act
ivit
y
Usi
ng a
Pen
cil
Dra
w a
pic
ture
of
them
selv
es.
Bi-l
ater
al in
tegr
atio
n.B
ody
awar
enes
s.P
refe
rred
han
d to
dra
ww
ith?
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
nsK
ey F
acto
rs In
volv
ed
Cro
ssin
g t
he M
id-l
ine
Cro
ssin
g t
he M
id-l
ine
Gro
ss M
oto
r ac
tivi
ty
Pre
ferr
ed fo
ot to
kic
k w
ith?
Can
touc
h rig
ht k
nee
with
left
hand
. Cro
sses
ove
rm
id-li
ne o
f bod
y.R
epea
t tou
chin
g rig
ht e
arw
ith le
ft ha
nd.
Can
touc
h le
ft kn
ee w
ithrig
ht h
and.
Cro
sses
ove
rth
e m
id-li
ne o
f the
bod
y.
Rig
ht h
and
can
plac
e cl
ipon
rig
ht-h
and
side
.
Kic
king
a B
all
Bi-l
ater
al in
tegr
atio
n.
Bi-l
ater
al in
tegr
atio
n.U
sing
a K
alei
do
sco
pe
Pre
ferr
ed e
ye to
look
with
?
Bi-l
ater
al in
tegr
atio
n.C
ross
ing
the
Mid
-lin
eFi
ne M
oto
r ac
tivi
tyP
lace
pap
er c
lip a
t top
of s
heet
of p
aper
.R
ight
han
d ca
n pl
ace
clip
on le
ft-ha
nd s
ide.
Left
hand
can
pla
ce c
lip o
nle
ft-ha
nd s
ide.
Left
hand
can
pla
ce c
lip o
nrig
ht-h
and
side
.
Bi-l
ater
al in
tegr
atio
n.P
ropr
ioce
ptio
n.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
124
Fine Motor Skills AssessmentN
ame:
Dat
e:
Act
ivit
y
Thr
ead
ing
Thr
ead
20 b
eads
.Ti
me:
Com
plet
e ta
sk.
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
ns
Fine
Mo
tor
Ski
lls
Use
s on
e ha
nd to
hol
d, o
ther
toth
read
.
Abl
e to
use
left
inde
x fin
ger.
Oth
erfin
gers
kep
t stil
l.Is
ola
te a
nd P
ress
Pre
ss in
dex
finge
r in
topl
astic
ine
as if
mak
ing
afin
gerp
rint.
No
te h
ow
eas
ily t
hey
can
iso
late
the
mo
vem
ent.
Dom
inan
t han
d us
ed fo
r th
read
ing
thro
ugh
the
who
le ta
sk.
Co
lour
ing
Col
ours
with
in li
nes.
Ass
essm
ents
Abl
e to
use
rig
ht in
dex
finge
r. O
ther
finge
rs k
ept s
till.
Use
s do
min
ant h
and
only
.
Use
s to
and
fro
hand
mov
emen
ts.
App
lies
appr
opria
te p
ress
ure.
Use
s do
min
ant h
and
only
.M
ake
mar
ks o
n p
aper
.
Can
imita
te o
r co
py v
ertic
al li
ne.
Can
imita
te o
r co
py h
oriz
onta
l lin
e.
Can
imita
te o
r co
py c
ircle
.
Can
imita
te o
r co
py tr
iang
le.
Can
imita
te o
r co
py d
iam
ond.
Pag
e Tu
rnin
gIs
abl
e to
use
fing
ers
to tu
rn p
ages
of a
boo
k.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
125
Fine Motor Skills Assessment (Continued)N
ame:
Dat
e:
Act
ivit
y
Bui
ldin
g B
rick
s.C
an b
uild
tow
er o
f 10
cube
s.
Ob
serv
able
Fea
ture
sY
NO
ther
Ob
serv
atio
ns
Fine
Mo
tor
Ski
lls (C
onti
nu
ed).
Can
rel
ease
eac
h cu
be e
asily
.
Use
s do
min
ant h
and.
Sci
sso
r C
ont
rol.
Ste
ady
hand
mov
emen
ts.
Fing
er S
kills
.O
pen
and
clos
e ea
chha
nd.
Can
cut
alo
ng a
str
aigh
t lin
e.
Ass
essm
ents
Use
s do
min
ant h
and.
Can
cut
alo
ng a
zig
-zag
line
.
Can
cut
out
a c
ircle
.
Rig
ht h
and.
Str
etch
es fi
nger
s an
d fo
rms
fist.
Left
hand
.S
tret
ches
fing
ers
and
form
s fis
t.
Touc
h ea
ch fi
nger
inde
pend
ently
toth
umb.
Rig
ht h
and
and
left
hand
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
126
Fine Motor Skills Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
127
Fine Motor Skills Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
128
Fine Motor Skills Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
129
Fine Motor Skills Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
130
Fine Motor Skills Assessment (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
131
Fine Motor Skills Assessment (Continued)
Draw a line between each pair of lines from dot to dot
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
132
Fine Motor Skills Assessment (Continued)
Draw a line between each pair of lines from dot to dot
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
133
Fine Motor Skills Assessment (Continued)
Draw a line between each pair of lines from dot to dot
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
134
Fine Motor Skills Assessment - Scissor Skills
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
135
Fine Motor Skills Assessment - Scissor Skills (Continued)
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
148
Intervention Programme - Balance ActivitiesA
ctiv
ity
Nam
e
Sta
tic D
ribbl
e
Inst
ruct
ions
to
pup
ilN
ote
s/E
qui
pm
ent
Sta
nd o
n yo
ur le
ft le
g an
d us
e yo
ur r
ight
leg
to to
uch
ball.
Rep
eat s
tand
ing
on y
our
right
leg.
Rep
eat 5
tim
es.
Toe
Touc
hes
Ste
p U
ps
Hop
ping
On
The
Spo
t
Rec
ord
num
ber
of le
ft an
drig
ht to
e to
uche
s in
one
min
ute.
Ste
ps
a)Le
adin
g w
ith le
ft le
g -
step
up
with
left
leg
and
brin
g up
rig
htle
g.b)
Lead
ing
wth
rig
ht le
g -
step
up
with
rig
ht le
g an
d br
ing
up le
ftle
g.
Rec
ord
high
est n
umbe
r of
hops
ach
ieve
d be
fore
losi
ngyo
ur b
alan
ce o
n bo
th le
ft an
drig
ht le
gs.
Larg
e ho
op.
Sta
nd w
ithin
larg
e ho
op. H
ave
five
atte
mpt
s at
hop
ping
on
each
leg.
Tape
line
s or
circ
le.
Circ
le d
raw
n on
floo
r.R
ecor
d nu
mbe
r of
com
plet
eju
mp
and
hop
sequ
ence
sac
hiev
ed in
thirt
y se
cond
s.
Sta
nd o
n to
p of
the
step
with
sid
e of
you
r fo
ot a
t the
edg
e.To
uch
the
floor
with
toes
of f
oot n
eare
st th
e ed
ge. D
O N
OT
PU
TY
OU
R W
EIG
HT
TH
RO
UG
H T
HIS
FO
OT.
Sta
nd u
p an
d pu
t bot
h fe
eton
top
of th
e st
ep. R
epea
t 10
times
. Tur
n ar
ound
and
rep
eat w
ithdi
ffere
nt fo
ot.
Rec
ord
the
num
ber
of c
ycle
sco
mpl
eted
in 1
min
ute
lead
ing
with
bot
h le
ft an
drig
ht le
g.
Hee
l-Toe
Wal
king
Wal
k al
ong
a lin
e on
the
floor
with
you
r he
el to
uchi
ng y
our
toe
each
step
. Try
this
forw
ards
and
bac
kwar
ds. H
ow m
any
step
s ca
n yo
u do
with
out f
allin
g of
f the
line
?
Hop
scot
chS
tand
you
r le
ft le
g on
the
circ
le. O
n ʻg
oʼ ju
mp
and
land
with
you
r fe
etei
ther
sid
e of
the
circ
le a
nd th
en h
op b
ack
on le
ft le
g. A
fter
30se
cond
s on
left
leg
repe
at u
sing
rig
ht le
g.
Str
aigh
t lin
e on
floo
r.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
149
Intervention Programme - Visual Tracking ActivitiesA
ctiv
ity
Nam
e
Up
and
Und
er
Inst
ruct
ions
to
pup
ilN
ote
s/E
qui
pm
ent
Sta
nd, h
oldi
ng a
bea
nbag
in y
our
left
hand
. On
ʻgoʼ
lift
your
rig
ht le
gan
d to
ss th
e be
anba
g un
der
it to
you
r rig
ht h
and.
Nex
t, lif
t our
left
leg
and
toss
the
bean
bag
unde
r it
to y
our
left
hand
.
Bal
l Bou
nce
Spi
n an
d To
ss
Bub
ble
Bur
st
Bea
nbag
.H
ow m
any
in 1
min
ute?
Lie
on th
e flo
or o
n yo
ur tu
mm
y. P
lace
five
bea
nbag
s at
90
degr
ees
toyo
ur le
ft an
d fiv
e be
anba
gs 9
0 de
gree
s to
you
r rig
ht. T
he la
rge
hoop
shou
ld b
e pl
aced
four
feet
in fr
ont o
f you
.O
n go
piv
ot y
ours
elf a
roun
d on
you
r tu
mm
y an
d pi
ck u
p on
e be
anba
gfr
om y
our
left.
Piv
ot b
ack
to s
tart
ing
posi
tion
and
toss
it in
to th
e ho
op.
Rep
eat t
o pi
ck u
p a
bean
bag
from
you
r rig
ht s
ide.
Con
tinue
unt
il al
lbe
anba
gs h
ave
been
col
lect
ed a
nd to
ssed
.
5 B
eanb
ags
- H
oop
Rec
ord
the
time
take
n fo
r th
ech
ild to
com
plet
e th
e ta
sk.
Ext
ensi
on -
mov
e ho
opfu
rthe
r aw
ay.
Blo
w b
ubbl
es -
how
man
y ca
n yo
u bu
rst i
n 1
min
ute?
Bub
bles
.B
ubbl
e M
achi
ne.
Bou
nce
ball
usin
g le
ft ha
nd -
kee
ping
feet
in c
ircle
.U
se r
ight
han
d -
keep
ing
feet
in c
ircle
.U
se r
ight
and
left
hand
s al
tern
ativ
ely.
Per
form
eac
h 30
sec
onds
eac
h.
Foo
tbal
l, te
nnis
bal
l and
circ
le.
Cha
nge
to f
oo
tbal
l onc
eac
tivi
ty b
eco
mes
flu
ent.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
150
Trunk Stability ActivitiesA
ctiv
ity
Nam
e
Aer
opla
nes
Inst
ruct
ions
to
pup
ilN
ote
s/E
qui
pm
ent
Lie
on y
our
tum
my
on th
e flo
or, w
ith le
gs s
trai
ght a
nd a
rms
atsh
ould
er le
vel.
On
go -
lift
arm
s an
d le
gs o
ff th
e flo
or to
geth
er. H
old
this
pos
ition
for
as lo
ng a
s yo
u ca
n.R
epea
t fiv
e tim
es.
Brid
ging
Log
Rol
ling
Str
etch
Out
Rec
ord
max
. len
gth
of ti
me
you
wer
e ab
le to
kee
p ou
rha
nds,
arm
s an
d le
gs u
p of
fth
e flo
or.
Lie
on b
ack
with
arm
s ab
ove
head
hol
ding
the
hoop
and
legs
dow
nst
raig
ht. P
lace
2 s
kittl
es o
n yo
ur le
ft -
one
leve
l with
fore
arm
and
oth
erw
ith lo
wer
cal
f. P
lace
oth
er s
kittl
es a
cros
s th
e ro
om. O
n go
rol
l lik
e a
log
keep
ing
arm
s an
d le
gs s
trai
ght -
aim
ing
to k
nock
ove
r sk
ittle
s.C
ontin
ue fo
r a
min
ute.
1 ho
op.
4 sk
ittle
s.R
ecor
d nu
mbe
r of
ski
ttles
knoc
ked
over
in 1
min
ute.
Pos
ition
you
rsel
f on
all f
ours
(ha
nds
and
knee
s) w
ith th
e be
anba
gba
lanc
ed o
n yo
ur h
ead.
Lift
our
left
arm
off
the
floor
and
str
etch
it o
ut s
trai
ght a
t sho
ulde
rle
vel.
Bal
ance
in th
is p
ositi
on fo
r as
long
as
poss
ible
, with
out t
hebe
anba
g fa
lling
off.
Rep
eat w
ith y
our
right
arm
.R
epea
t with
left
leg
and
right
leg.
Bea
nbag
.R
ecor
d th
e tim
e ea
chpo
sitio
ned
was
mai
ntai
ned.
Lie
on b
ack
with
kne
es b
ent a
nd fe
et fl
at o
n th
e flo
or. H
old
ball
in o
neha
nd. O
n go
, lift
up
your
bot
tom
to m
ake
a br
idge
. Pas
s th
e ba
ll un
der
the
brid
ge to
you
r ot
her
hand
and
then
ove
r yo
ur tu
mm
y ba
ck to
the
star
t.
A te
nnis
bal
l.R
ecor
d ho
w m
any
times
you
can
pass
the
ball
arou
nd o
urbo
dy in
1 m
inut
e.
Tailo
r S
tret
chS
it cr
oss-
legg
ed o
n th
e flo
or. A
s th
e pe
gs a
re g
iven
to y
ou o
ne a
t atim
e, m
ove
to th
em. M
ove
to th
e up
right
pos
ition
bef
ore
pass
ing
the
peg
to th
e ot
her
hand
and
peg
ging
it o
nto
the
edge
of t
he b
ox. R
epea
tw
ith 2
0 pe
gs.
20 c
loth
es p
egs
and
a bo
x.R
ecor
d nu
mbe
r of
succ
essf
ully
tran
sfer
red
pegs
and
also
the
num
ber
of ti
mes
the
child
lost
thei
r ba
lanc
e.
Brid
ging
with
One
Leg
Ext
ende
dLi
e on
you
r ba
ck w
ith y
our
knee
s be
nt u
p an
d yo
ur fe
et fl
at o
n th
eflo
or. L
ift b
otto
m w
ithou
t wob
blin
g. W
hen
in li
fted
posi
tion
lift y
our
left
foot
and
str
aigh
ten
the
left
leg.
Hol
d fiv
e se
cond
s pu
t you
r fo
ot b
ack
and
low
er y
our
botto
m. R
epea
t str
aigh
teni
ng r
ight
leg.
Rec
ord
the
num
ber
ofsu
cces
sful
lifts
usi
ng th
e rig
htan
d le
ft le
gs to
a m
axim
um o
fte
n lif
ts fo
r ea
ch le
g.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
151
Trunk Stability Activities (Continued)A
ctiv
ity
Nam
eIn
stuc
tio
ns t
o p
upil
No
tes/
Eq
uip
men
t
Sup
erm
an
Rev
erse
Sit-
ups
Sid
e S
addl
e
Sit
on fl
oor
with
kne
es b
ent a
nd y
our
feet
flat
on
the
floor
. You
r ar
ms
shou
ld b
e ou
t str
aigh
t at s
houl
der
leve
l with
you
r ha
nds
besi
de y
our
knee
s bu
t not
touc
hing
them
.Lo
wer
bod
y sl
owly
bac
k to
war
ds th
e flo
or, a
s fa
r as
pos
sibl
e w
ithou
tgo
ing
all t
he w
ay d
own.
Sto
p an
d re
turn
to a
n up
right
sitt
ing
posi
tion.
Rep
eat t
en ti
mes
.
Rec
ord
the
tota
l num
ber
ofre
vers
e si
t-up
s co
mpl
eted
with
con
trol
.
Do
no
t le
t th
e p
upil
cras
hb
ackw
ard
s to
the
flo
or.
Sta
rt in
a h
igh
knee
ling
posi
tion.
On
go r
otat
e hi
ps a
nd p
ositi
on y
ours
elf d
own
in s
ide
sitti
ng, b
alan
ceth
en c
ome
back
to h
igh
knee
ling,
rot
ate
hips
the
oppo
site
sid
e an
d go
dow
n to
sid
e si
tting
on
this
sid
e, b
alan
ce a
nd c
ome
back
to h
igh
knee
ling
agai
n.
Rec
ord
the
best
tim
e in
whi
chth
e ch
ild w
as a
ble
toco
mpl
ete
a se
t of t
en c
ycle
s.S
uppo
rt m
ay b
e ne
eded
initi
ally
.
On
all f
ours
bal
ance
a b
eanb
ag o
n yo
ur h
ead.
Bal
ance
the
bean
bag
whi
le y
ou s
tret
ch y
our
left
arm
str
aigh
t out
in fr
ont o
f you
and
rig
ht le
grig
ht b
ehin
d yo
u. B
alan
ce a
s lo
ng a
s yo
u ca
n. R
epea
t lift
ing
your
rig
htar
m a
nd le
ft le
g.
Rec
ord
best
tim
es a
chie
ved.
Bea
nbag
.
Leg
Lifts
Sit
on fl
oor
with
you
r le
gs o
ut s
trai
ght h
oldi
ng th
e ba
ll be
twee
n yo
uran
kles
. (A
) O
n go
lift
the
ball
up a
nd d
own
slow
ly a
nd w
ith c
ontr
ol. (
B)
On
go li
ft th
e ba
ll an
d m
ove
to th
e le
ft an
d pl
ace
dow
n, li
ft an
d re
turn
to th
e m
id-li
ne, l
ift a
nd m
ove
to th
e rig
ht a
nd p
lace
dow
n, li
ft an
dre
turn
to th
e m
id-li
ne.
One
larg
e si
zed
foot
ball.
Rec
ord
(a)
the
num
ber
of li
fts;
(b)
the
num
ber
of c
ycle
sco
mpl
eted
in o
ne m
inut
e.
Bot
tom
Lift
sP
lace
the
ten
bean
bags
at o
ne s
kittl
e an
d th
e bo
x at
the
othe
r. S
it on
the
floor
at t
he s
kittl
e w
ith th
e be
anba
gs. O
n go
put
one
bea
nbag
on
your
lap,
put
you
r ha
nds
on th
e flo
or, p
ush
dow
n on
them
and
lift
your
botto
m u
pwar
ds a
nd b
ackw
ards
and
low
er it
bac
k to
the
floor
. Rep
eat
this
act
ion
to m
ove
your
bod
y ba
ckw
ards
tow
ards
the
box.
The
nre
peat
this
mov
ing
forw
ards
to g
et th
e ne
xt b
eanb
ag.
Tim
e ho
w lo
ng 1
0 be
anba
gsta
kes.
2 sk
ittle
s, 6
feet
apa
rt.
10 b
eanb
ags
and
box/
cont
aine
r.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
152
Bilateral Integration ActivitiesA
ctiv
ity
Nam
eIn
stru
ctio
ns t
o p
upil
No
tes/
Eq
uip
men
t
Peg
Gam
e
Bun
ny H
ops
Scr
ambl
e A
roun
d
Sta
rt w
ith b
oth
hand
s an
d fe
et o
n th
e flo
or in
a c
rouc
hed
posi
tion.
Mov
e bo
th h
ands
forw
ard
and
jum
p w
ith b
oth
feet
toge
ther
brin
ging
them
up
clos
er to
han
ds.
Rep
eat o
ver
a di
stan
ce o
ffiv
e m
etre
s. R
epea
t thi
s te
ntim
es.
Pla
ce y
our
pref
erre
d ha
nd o
n th
e ce
ntre
dot
and
ext
end
othe
r ar
mto
war
ds th
e ce
iling
. Lea
ning
on
your
pre
ferr
ed h
and
wal
k yo
ur fe
etar
ound
the
circ
le.
How
far
can
he g
o w
ithou
tre
stin
g?H
ow m
any
circ
les
can
hem
ake?
Mar
k a
dot o
n th
e flo
or a
ndth
en a
circ
le a
roun
d th
e do
t,th
at h
as th
e ra
dius
abo
ut th
ehe
ight
of y
our
child
.
Take
peg
s fr
om r
ight
sid
e w
ith r
ight
han
d an
d pe
g th
em o
nto
box
posi
tione
d on
you
r le
ft.R
epea
t usi
ng le
ft ha
nd w
ith p
egs
on le
ft an
d bo
x on
rig
ht.
Talk
abo
ut le
ft an
d rig
ht.
Get
clo
thes
peg
s.
Pen
ny F
lippi
ngLi
ne u
p a
row
of p
enni
es fr
om le
ft to
rig
ht s
o th
at th
e ro
w r
each
esfr
om in
fron
t of l
eft s
houl
der
to in
fron
t of r
ight
sho
ulde
r. C
ross
mid
-lin
e by
usi
ng o
ne h
and
to fl
ip th
em a
ll ov
er in
line
with
out l
eani
ng to
right
or
left.
Try
usin
g bo
th h
ands
at o
nce
by s
tart
ing
sim
ulta
neou
sly
atle
ft an
d rig
ht e
nds
of r
ow a
ndfli
ppin
g pe
nnie
s un
til h
ands
mee
t at t
he m
iddl
e.O
ne p
enny
coi
ns.
Str
eam
ers
Mak
e ci
rcle
s an
d sh
apes
in fr
ont o
f bod
y w
ith s
trea
mer
sD
iscu
ss le
ft, r
ight
, and
oth
erpo
sitio
nal l
angu
age.
Col
oure
d st
ream
ers.
Far
Sid
eA
sk p
upils
to s
it ba
ckw
ards
on
a ch
air
and
ask
them
to th
row
bean
bags
at t
arge
ts lo
cate
d fa
r to
the
side
s.T
hrow
a b
eanb
ag a
t one
of t
he ta
rget
s.
Alte
rnat
ivel
y us
e a
benc
h or
agy
m b
all o
r te
ll th
em to
sta
ndas
if fe
et g
lued
to fl
oor.
Bea
nbag
s/ci
rcle
s/ho
ops
ongr
ound
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
153
Strengthening Shoulder Girdle ActivitiesA
ctiv
ity
Nam
eIn
stru
ctio
ns t
o p
upil
Pus
h-U
ps
Sna
ke C
reep
Bun
ny H
ops
Com
man
do c
raw
l a d
ista
nce
of s
ix fe
et a
long
the
floor
usi
ng y
our
arm
s an
d le
gs, b
ut k
eepi
ng y
our
tum
my
on th
e flo
or.
Sta
rt w
ith b
oth
hand
s an
d fe
et o
n th
e flo
or in
a c
rouc
hed
posi
tion.
Mov
e bo
th h
ands
forw
ard
and
jum
p w
ith b
oth
feet
toge
ther
brin
ging
them
up
clos
er to
han
ds. R
epea
t ove
r a
dist
ance
of t
en fe
et. R
epea
tth
is te
n tim
es.
On
all f
ours
on
the
floor
(kn
ees
dire
ctly
und
er h
ips
and
hand
s at
shou
lder
leve
l).B
end
arm
s at
the
elbo
ws
so th
at y
ou c
an to
uch
the
floor
with
you
rno
se. S
tren
gthe
n yo
ur a
rms
slow
ly a
nd c
ome
back
to a
ll fo
urs
posi
tion.
Rep
eat 2
0 tim
es.
Bea
nbag
Thr
owLi
e fa
ce d
own
on th
e flo
or w
ith h
ands
bel
ow y
our
shou
lder
s.S
trai
ghte
n yo
ur e
lbow
s to
lift
your
upp
er b
ody
away
from
the
floor
.U
se a
ltern
ate
hand
s to
thro
w a
bea
nbag
into
a h
oop
ahea
d of
you
.R
epea
t with
10
bean
bags
(5
with
you
r rig
ht h
and
and
5 w
ith y
our
left)
with
the
hoop
3 m
etre
s ah
ead.
Cra
b W
alki
ngW
alk
arou
nd th
e ro
om o
n yo
ur h
ands
and
feet
with
you
r tu
mm
y fa
cing
the
ceili
ng. D
onʼt
let y
our
botto
m to
uch
the
grou
nd. D
o 10
leng
ths
ofth
e ro
om.
Bea
nbag
Bal
ance
Bal
ance
bea
n ba
gs o
n ou
tstr
etch
ed a
rms.
How
long
can
you
bal
ance
them
for?
Sof
t Sur
face
Cra
wlin
gC
raw
l for
war
ds a
nd b
ackw
ards
on
lilo
or s
oft p
illow
.
Str
etch
ing
Act
iviti
esE
ncou
rage
wor
king
abo
vesh
ould
er le
vel -
e.g
. pai
ntin
gat
eas
el, b
lack
boar
ds,
clea
ning
win
dow
s.
No
tes/
Eq
uip
men
t
Onc
e flu
ent r
epea
t with
aB
eanb
ag o
n he
ad.
Rec
ord
time
take
n.B
eanb
ag.
Rec
ord
the
num
ber
ofco
mpl
eted
pre
ss-u
ps a
ndtim
e ta
ken
to d
o th
em.
Bea
nbag
.
Lilo
/sof
t pill
ow.
Bea
nbag
s.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
154
Strengthening Shoulder Girdle Activities (Continued)A
ctiv
ity
Nam
eIn
stru
ctio
ns t
o p
upil
Wat
er P
ourin
g
Pus
h-U
p F
rom
Kne
elin
g P
ositi
on
Wal
l Pus
h-U
ps
On
all f
ours
low
er y
ours
elf t
o flo
or b
y lo
wer
ing
elbo
ws
slow
ly a
ndm
aint
aini
ng a
str
aigh
t bac
k.
Pus
h-up
s ag
ains
t wal
l: S
tand
an
arm
dis
tanc
e aw
ay fr
om a
wal
l. Le
anon
the
wal
l, w
ith th
e ha
nds
flat o
n it.
Kee
ping
the
arm
s st
raig
ht, u
sefin
gers
to p
ush
away
from
the
wal
l to
get t
o an
upr
ight
pos
ition
.
With
con
tain
er h
eld
at a
rms
leng
th p
our
wat
er fr
om o
ne c
onta
iner
toan
othe
r.
The
follo
win
g ac
tiviti
es a
re a
lso
good
at d
evel
opin
g sh
ould
er a
nd p
elvi
c st
abili
ty: T
ram
polin
ing
unde
r qu
alifi
ed s
uper
visi
on.
Clim
bing
fram
es -
han
ging
/sw
ingi
ng/c
hin-
ups.
Hor
se r
idin
g. C
ross
-cou
ntry
run
ning
. Sw
imm
ing.
Fis
hing
. Row
ing.
Run
ning
on
sand
.
Hig
h K
neel
ing
Thr
ow a
bal
l ove
rarm
to a
par
tner
whi
lst k
neel
ing.
Ove
rarm
Thr
owin
gT
hrow
ing
larg
e ba
ll -
both
han
ds, a
lso
from
abo
ve h
ead.
Two
appr
opria
te s
ize
cont
aine
rs a
nd w
ater
.
Bal
loon
Str
ike
Hit
ballo
on (
or b
all o
n st
ring)
.
No
tes/
Eq
uip
men
t
Bal
l.P
upil
wor
ks w
ith p
artn
er
Sus
pend
bal
loon
or
ball
onst
ring
abov
e pu
pilʼs
hea
d an
dhi
t with
han
ds o
r ca
rdbo
ard
roll.
Bas
ketb
all n
et, v
olle
ybal
l.
As
the
pupi
l bec
omes
mor
epr
ofic
ient
mov
e th
e fe
etba
ckw
ards
to th
at th
ere
is a
grea
ter
angl
e of
lean
aga
inst
the
wal
l.
Mak
e in
to a
gam
e by
pic
king
up w
ith m
outh
a s
wee
t fro
m a
plat
e in
fron
t or
low
erin
gel
bow
s al
tern
atel
y to
take
ahu
la h
oop
off e
ach
finge
r i.e
.10
pus
h-up
s.S
wee
t on
a pl
ate.
Hul
a ho
ops.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
142
Pupil Organisational Skills Questionnaire
NAME: DATE:
Who packs your bag? YOU SOMEONE ELSE
Do you remember to give letters to your parents?
- if it is someone else, why dothey do it?
Where do you put letters thatneed to go home?
YES NO
If you forget letters, whatwould help you remember?
Where do you put letters thatneed to come to school?
Do you remember to hand letters in? YES NO
If you remember, how do youremember?
If you forget letters, whatwould help you remember?
Do you know your timetable? YES NO
If so, how did you learn it/howdo you remember?
If not, how do you cope?
Would anything help youremember?
How do you find your wayaround?
Do you get to your lessonson time? If not, why not?
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
143
Pupil Organisational Skills Questionnaire (Continued)
HOMEWORK
Do you remember when you have homework?
- if you do not have a planner,how do you record yourhomework?
- if you do not use yourplanner, why not and wheredo you write your homeworkdown?
YES NO
- if you remember homework,how do you remember it?
- if you forget homework,what would help youremember?
Do you remember to hand homework in? YES NO
If you remember to hand yourhomework in, what remindsyou?
What happens if you forgetyour homework?
Do you have a planner? YES NO
if you have a planner do you use it? YES NO
If you forget to hand yourhomework in, what wouldhelp you remember?
Does anyone ever check that you have writtenyour homework down correctly?
YES NOSOMETIMES
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
144
Pupil Organisational Skills Questionnaire (Continued)
LUNCH
Do you remember all that you need?If yes, how?If no, explain, and what would help you remember?
Do you ever miss lunch?
Can you tell the time?
Do you wear a watch?
Do you often forget things?
If you forget things, how oftendoes this happen?
Every day.Two or more times a week.Once a week.
What do you do for lunch?
YES NO
YES NO
YES NO
- whathappenswhen youforgetthings?
GENERAL
- get into trouble at home.
- get into trouble at school.
- hope no one notices.
What were you mostworried about before youcame to secondaryschool?
What do you wish you hadknown or been able to dobefore you came to highschool?
If you could get better inone of the things we havetalked about, what would itbe?
Anything else you think is important.
Supporting Children and Young People with Co-ordination Difficulties
Participation Achievement
145
School Organisational Skills Questionnaire
Presence
Name: ................................................................. Date: ..........................................................
Do you have pupils in your school with organisational difficulties?
If so, approximately how many?
What are the main issues surrounding organisation? Tick all that apply.- Remembering books/equipment.- Getting to the right place at the right time.- Communication with parents.- Homework.- Organisation within the lesson.- Other (please specify).
For each statement you have ticked, please give examples of strategies adopted/promotedby the school.
Remembering books/equipment.
Getting to the right place at the right time.
Communication with parents.
Homework.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
146
School Organisational Skills Questionnaire (Continued)
Organisation within the lesson.
Other (please specify).
What do you wish pupils could do in terms of organisation before they started at SecondarySchool?
Thank you for taking the time to complete this form.Please return to:
Appendix 3
A Motor Skills Programme
In addition to focusing on skill acquisition a motorskills programme can help to develop fundamental orcore skills such as:• balance;• visual tracking;• trunk stability;• bilateral integration;• shoulder girdle stability;• proprioception (body awareness);• Fine Motor Skills.
This section includes a blank planning format andideas which can be used as part of a motor skillsprogramme.
An improvement in body awareness and visualtracking is illustrated by the drawings before and aftera ten-week motor skills programme.
Pupil A benefitted from a motorskills programme. He described
himself as a bit non-stop.His main areas of difficulty weremaintaining balance, following
instructions, maintainingconcentration, maintaining atopic of conversation, socialskills, sequencing problems,
handwriting and scissor skills.His motor skills programmefocused on balance, trunk
strength and visual tracking.His skill focus was handwriting.
Supporting Children & Young People withCo-ordination Difficulties
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
147
Intervention Programme Planning Sheet
Name:
Week:
Objective Activity Date: Date: Date:
Skill
Notes
Name:
Week:
Objective Activity Date: Date: Date:
Skill
Notes
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
148
Intervention Programme - Balance ActivitiesA
ctiv
ity
Nam
e
Sta
tic D
ribbl
e
Inst
ruct
ions
to
pup
ilN
ote
s/E
qui
pm
ent
Sta
nd o
n yo
ur le
ft le
g an
d us
e yo
ur r
ight
leg
to to
uch
ball.
Rep
eat s
tand
ing
on y
our
right
leg.
Rep
eat 5
tim
es.
Toe
Touc
hes
Ste
p U
ps
Hop
ping
On
The
Spo
t
Rec
ord
num
ber
of le
ft an
drig
ht to
e to
uche
s in
one
min
ute.
Ste
ps
a)Le
adin
g w
ith le
ft le
g -
step
up
with
left
leg
and
brin
g up
rig
htle
g.b)
Lead
ing
wth
rig
ht le
g -
step
up
with
rig
ht le
g an
d br
ing
up le
ftle
g.
Rec
ord
high
est n
umbe
r of
hops
ach
ieve
d be
fore
losi
ngyo
ur b
alan
ce o
n bo
th le
ft an
drig
ht le
gs.
Larg
e ho
op.
Sta
nd w
ithin
larg
e ho
op. H
ave
five
atte
mpt
s at
hop
ping
on
each
leg.
Tape
line
s or
circ
le.
Circ
le d
raw
n on
floo
r.R
ecor
d nu
mbe
r of
com
plet
eju
mp
and
hop
sequ
ence
sac
hiev
ed in
thirt
y se
cond
s.
Sta
nd o
n to
p of
the
step
with
sid
e of
you
r fo
ot a
t the
edg
e.To
uch
the
floor
with
toes
of f
oot n
eare
st th
e ed
ge. D
O N
OT
PU
TY
OU
R W
EIG
HT
TH
RO
UG
H T
HIS
FO
OT.
Sta
nd u
p an
d pu
t bot
h fe
eton
top
of th
e st
ep. R
epea
t 10
times
. Tur
n ar
ound
and
rep
eat w
ithdi
ffere
nt fo
ot.
Rec
ord
the
num
ber
of c
ycle
sco
mpl
eted
in 1
min
ute
lead
ing
with
bot
h le
ft an
drig
ht le
g.
Hee
l-Toe
Wal
king
Wal
k al
ong
a lin
e on
the
floor
with
you
r he
el to
uchi
ng y
our
toe
each
step
. Try
this
forw
ards
and
bac
kwar
ds. H
ow m
any
step
s ca
n yo
u do
with
out f
allin
g of
f the
line
?
Hop
scot
chS
tand
you
r le
ft le
g on
the
circ
le. O
n ʻg
oʼ ju
mp
and
land
with
you
r fe
etei
ther
sid
e of
the
circ
le a
nd th
en h
op b
ack
on le
ft le
g. A
fter
30se
cond
s on
left
leg
repe
at u
sing
rig
ht le
g.
Str
aigh
t lin
e on
floo
r.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
149
Intervention Programme - Visual Tracking ActivitiesA
ctiv
ity
Nam
e
Up
and
Und
er
Inst
ruct
ions
to
pup
ilN
ote
s/E
qui
pm
ent
Inst
ruct
ions
to
ad
ult
Sta
nd, h
oldi
ng a
bea
nbag
in y
our
left
hand
. On
ʻgoʼ
lift
your
rig
ht le
gan
d to
ss th
e be
anba
g un
der
it to
you
r rig
ht h
and.
Nex
t, lif
t our
left
leg
and
toss
the
bean
bag
unde
r it
to y
our
left
hand
.
Bal
l Bou
nce
Spi
n an
d To
ss
Bub
ble
Bur
st
Bea
nbag
.H
ow m
any
in 1
min
ute?
Lie
on th
e flo
or o
n yo
ur tu
mm
y. P
lace
five
bea
nbag
s at
90
degr
ees
toyo
ur le
ft an
d fiv
e be
anba
gs 9
0 de
gree
s to
you
r rig
ht. T
he la
rge
hoop
shou
ld b
e pl
aced
four
feet
in fr
ont o
f you
.O
n go
piv
ot y
ours
elf a
roun
d on
you
r tu
mm
y an
d pi
ck u
p on
e be
anba
gfr
om y
our
left.
Piv
ot b
ack
to s
tart
ing
posi
tion
and
toss
it in
to th
e ho
op.
Rep
eat t
o pi
ck u
p a
bean
bag
from
you
r rig
ht s
ide.
Con
tinue
unt
il al
lbe
anba
gs h
ave
been
col
lect
ed a
nd to
ssed
.
5 B
eanb
ags
- H
oop
Rec
ord
the
time
take
n fo
r th
ech
ild to
com
plet
e th
e ta
sk.
Ext
ensi
on -
mov
e ho
opfu
rthe
r aw
ay.
Blo
w b
ubbl
es -
how
man
y ca
n yo
u bu
rst i
n 1
min
ute?
Bub
bles
.B
ubbl
e M
achi
ne.
Bou
nce
ball
usin
g le
ft ha
nd -
kee
ping
feet
in c
ircle
.U
se r
ight
han
d -
keep
ing
feet
in c
ircle
.U
se r
ight
and
left
hand
s al
tern
ativ
ely.
Per
form
eac
h 30
sec
onds
eac
h.
Foo
tbal
l, te
nnis
bal
l and
circ
le.
Cha
nge
to f
oo
tbal
l onc
eac
tivi
ty b
eco
mes
flu
ent.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
150
Trunk Stability ActivitiesA
ctiv
ity
Nam
e
Aer
opla
nes
Des
crip
tio
nN
ote
s/E
qui
pm
ent
Inst
ruct
ion
to p
upil
Lie
on y
our
tum
my
on th
e flo
or, w
ith le
gs s
trai
ght a
nd a
rms
atsh
ould
er le
vel.
On
go -
lift
arm
s an
d le
gs o
ff th
e flo
or to
geth
er. H
old
this
pos
ition
for
as lo
ng a
s yo
u ca
n.R
epea
t fiv
e tim
es.
Brid
ging
Log
Rol
ling
Str
etch
Out
Rec
ord
max
. len
gth
of ti
me
you
wer
e ab
le to
kee
p ou
rha
nds,
arm
s an
d le
gs u
p of
fth
e flo
or.
Lie
on b
ack
with
arm
s ab
ove
head
hol
ding
the
hoop
and
legs
dow
nst
raig
ht. P
lace
2 s
kittl
es o
n yo
ur le
ft -
one
leve
l with
fore
arm
and
oth
erw
ith lo
wer
cal
f. P
lace
oth
er s
kittl
es a
cros
s th
e ro
om. O
n go
rol
l lik
e a
log
keep
ing
arm
s an
d le
gs s
trai
ght -
aim
ing
to k
nock
ove
r sk
ittle
s.C
ontin
ue fo
r a
min
ute.
1 ho
op.
4 sk
ittle
s.R
ecor
d nu
mbe
r of
ski
ttles
knoc
ked
over
in 1
min
ute.
Pos
ition
you
rsel
f on
all f
ours
(ha
nds
and
knee
s) w
ith th
e be
anba
gba
lanc
ed o
n yo
ur h
ead.
Lift
our
left
arm
off
the
floor
and
str
etch
it o
ut s
trai
ght a
t sho
ulde
rle
vel.
Bal
ance
in th
is p
ositi
on fo
r as
long
as
poss
ible
, with
out t
hebe
anba
g fa
lling
off.
Rep
eat w
ith y
our
right
arm
.R
epea
t with
left
leg
and
right
leg.
Bea
nbag
.R
ecor
d th
e tim
e ea
chpo
sitio
ned
was
mai
ntai
ned.
Lie
on b
ack
with
kne
es b
ent a
nd fe
et fl
at o
n th
e flo
or. H
old
ball
in o
neha
nd. O
n go
, lift
up
your
bot
tom
to m
ake
a br
idge
. Pas
s th
e ba
ll un
der
the
brid
ge to
you
r ot
her
hand
and
then
ove
r yo
ur tu
mm
y ba
ck to
the
star
t.
A te
nnis
bal
l.R
ecor
d ho
w m
any
times
you
can
pass
the
ball
arou
nd o
urbo
dy in
1 m
inut
e.
Tailo
r S
tret
chS
it cr
oss-
legg
ed o
n th
e flo
or. A
s th
e pe
gs a
re g
iven
to y
ou o
ne a
t atim
e, m
ove
to th
em. M
ove
to th
e up
right
pos
ition
bef
ore
pass
ing
the
peg
to th
e ot
her
hand
and
peg
ging
it o
nto
the
edge
of t
he b
ox. R
epea
tw
ith 2
0 pe
gs.
20 c
loth
es p
egs
and
a bo
x.R
ecor
d nu
mbe
r of
succ
essf
ully
tran
sfer
red
pegs
and
also
the
num
ber
of ti
mes
the
child
lost
thei
r ba
lanc
e.
Brid
ging
with
One
Leg
Ext
ende
dLi
e on
you
r ba
ck w
ith y
our
knee
s be
nt u
p an
d yo
ur fe
et fl
at o
n th
eflo
or. L
ift b
otto
m w
ithou
t wob
blin
g. W
hen
in li
fted
posi
tion
lift y
our
left
foot
and
str
aigh
ten
the
left
leg.
Hol
d fiv
e se
cond
s pu
t you
r fo
ot b
ack
and
low
er y
our
botto
m. R
epea
t str
aigh
teni
ng r
ight
leg.
Rec
ord
the
num
ber
ofsu
cces
sful
lifts
usi
ng th
e rig
htan
d le
ft le
gs to
a m
axim
um o
fte
n lif
ts fo
r ea
ch le
g.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
151
Trunk Stability Activities (Continued)A
ctiv
ity
Nam
eIn
stuc
tio
n to
pup
ilN
ote
s/E
qui
pm
ent
Sup
erm
an
Rev
erse
Sit-
ups
Sid
e S
addl
e
Sit
on fl
oor
with
kne
es b
ent a
nd y
our
feet
flat
on
the
floor
. You
r ar
ms
shou
ld b
e ou
t str
aigh
t at s
houl
der
leve
l with
you
r ha
nds
besi
de y
our
knee
s bu
t not
touc
hing
them
.Lo
wer
bod
y sl
owly
bac
k to
war
ds th
e flo
or, a
s fa
r as
pos
sibl
e w
ithou
tgo
ing
all t
he w
ay d
own.
Sto
p an
d re
turn
to a
n up
right
sitt
ing
posi
tion.
Rep
eat t
en ti
mes
.
Rec
ord
the
tota
l num
ber
ofre
vers
e si
t-up
s co
mpl
eted
with
con
trol
.
Do
no
t le
t th
e p
upil
cras
hb
ackw
ard
s to
the
flo
or.
Sta
rt in
a h
igh
knee
ling
posi
tion.
On
go r
otat
e hi
ps a
nd p
ositi
on y
ours
elf d
own
in s
ide
sitti
ng, b
alan
ceth
en c
ome
back
to h
igh
knee
ling,
rot
ate
hips
the
oppo
site
sid
e an
d go
dow
n to
sid
e si
tting
on
this
sid
e, b
alan
ce a
nd c
ome
back
to h
igh
knee
ling
agai
n.
Rec
ord
the
best
tim
e in
whi
chth
e ch
ild w
as a
ble
toco
mpl
ete
a se
t of t
en c
ycle
s.S
uppo
rt m
ay b
e ne
eded
initi
ally
.
On
all f
ours
bal
ance
a b
eanb
ag o
n yo
ur h
ead.
Bal
ance
the
bean
bag
whi
le y
ou s
tret
ch y
our
left
arm
str
aigh
t out
in fr
ont o
f you
and
rig
ht le
grig
ht b
ehin
d yo
u. B
alan
ce a
s lo
ng a
s yo
u ca
n. R
epea
t lift
ing
your
rig
htar
m a
nd le
ft le
g.
Rec
ord
best
tim
es a
chie
ved.
Bea
nbag
.
Leg
Lifts
Sit
on fl
oor
with
you
r le
gs o
ut s
trai
ght h
oldi
ng th
e ba
ll be
twee
n yo
uran
kles
. (A
) O
n go
lift
the
ball
up a
nd d
own
slow
ly a
nd w
ith c
ontr
ol. (
B)
On
go li
ft th
e ba
ll an
d m
ove
to th
e le
ft an
d pl
ace
dow
n, li
ft an
d re
turn
to th
e m
id-li
ne, l
ift a
nd m
ove
to th
e rig
ht a
nd p
lace
dow
n, li
ft an
dre
turn
to th
e m
id-li
ne.
One
larg
e si
zed
foot
ball.
Rec
ord
(a)
the
num
ber
of li
fts;
(b)
the
num
ber
of c
ycle
sco
mpl
eted
in o
ne m
inut
e.
Bot
tom
Lift
sP
lace
the
ten
bean
bags
at o
ne s
kittl
e an
d th
e bo
x at
the
othe
r. S
it on
the
floor
at t
he s
kittl
e w
ith th
e be
anba
gs. O
n go
put
one
bea
nbag
on
your
lap,
put
you
r ha
nds
on th
e flo
or, p
ush
dow
n on
them
and
lift
your
botto
m u
pwar
ds a
nd b
ackw
ards
and
low
er it
bac
k to
the
floor
. Rep
eat
this
act
ion
to m
ove
your
bod
y ba
ckw
ards
tow
ards
the
box.
The
nre
peat
this
mov
ing
forw
ards
to g
et th
e ne
xt b
eanb
ag.
Tim
e ho
w lo
ng 1
0 be
anba
gsta
kes.
2 sk
ittle
s, 6
feet
apa
rt.
10 b
eanb
ags
and
box/
cont
aine
r.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
152
Bilateral Integration ActivitiesA
ctiv
ity
Nam
eIn
stru
ctio
ns t
o p
upil
No
tes/
Eq
uip
men
t
Peg
Gam
e
Bun
ny H
ops
Scr
ambl
e A
roun
d
Sta
rt w
ith b
oth
hand
s an
d fe
et o
n th
e flo
or in
a c
rouc
hed
posi
tion.
Mov
e bo
th h
ands
forw
ard
and
jum
p w
ith b
oth
feet
toge
ther
brin
ging
them
up
clos
er to
han
ds.
Rep
eat o
ver
a di
stan
ce o
ffiv
e m
etre
s. R
epea
t thi
s te
ntim
es.
Pla
ce y
our
pref
erre
d ha
nd o
n th
e ce
ntre
dot
and
ext
end
othe
r ar
mto
war
ds th
e ce
iling
. Lea
ning
on
your
pre
ferr
ed h
and
wal
k yo
ur fe
etar
ound
the
circ
le.
How
far
can
he g
o w
ithou
tre
stin
g?H
ow m
any
circ
les
can
hem
ake?
Mar
k a
dot o
n th
e flo
or a
ndth
en a
circ
le a
roun
d th
e do
t,th
at h
as th
e ra
dius
abo
ut th
ehe
ight
of y
our
child
.
Take
peg
s fr
om r
ight
sid
e w
ith r
ight
han
d an
d pe
g th
em o
nto
box
posi
tione
d on
you
r le
ft.R
epea
t usi
ng le
ft ha
nd w
ith p
egs
on le
ft an
d bo
x on
rig
ht.
Talk
abo
ut le
ft an
d rig
ht.
Get
clo
thes
peg
s.
Pen
ny F
lippi
ngLi
ne u
p a
row
of p
enni
es fr
om le
ft to
rig
ht s
o th
at th
e ro
w r
each
esfr
om in
fron
t of l
eft s
houl
der
to in
fron
t of r
ight
sho
ulde
r. C
ross
mid
-lin
e by
usi
ng o
ne h
and
to fl
ip th
em a
ll ov
er in
line
with
out l
eani
ng to
right
or
left.
Try
usin
g bo
th h
ands
at o
nce
by s
tart
ing
sim
ulta
neou
sly
atle
ft an
d rig
ht e
nds
of r
ow a
ndfli
ppin
g pe
nnie
s un
til h
ands
mee
t at t
he m
iddl
e.O
ne p
enny
coi
ns.
Str
eam
ers
Mak
e ci
rcle
s an
d sh
apes
in fr
ont o
f bod
y w
ith s
trea
mer
sD
iscu
ss le
ft, r
ight
, and
oth
erpo
sitio
nal l
angu
age.
Col
oure
d st
ream
ers.
Far
Sid
eA
sk p
upils
to s
it ba
ckw
ards
on
a ch
air
and
ask
them
to th
row
bean
bags
at t
arge
ts lo
cate
d fa
r to
the
side
s.T
hrow
a b
eanb
ag a
t one
of t
he ta
rget
s.
Alte
rnat
ivel
y us
e a
benc
h or
agy
m b
all o
r te
ll th
em to
sta
ndas
if fe
et g
lued
to fl
oor.
Bea
nbag
s/ci
rcle
s/ho
ops
ongr
ound
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
153
Strengthening Shoulder Girdle ActivitiesA
ctiv
ity
Nam
eIn
stru
ctio
n to
pup
il
Pus
h-U
ps
Sna
ke C
reep
Bun
ny H
ops
Com
man
do c
raw
l a d
ista
nce
of s
ix fe
et a
long
the
floor
usi
ng y
our
arm
s an
d le
gs, b
ut k
eepi
ng y
our
tum
my
on th
e flo
or.
Sta
rt w
ith b
oth
hand
s an
d fe
et o
n th
e flo
or in
a c
rouc
hed
posi
tion.
Mov
e bo
th h
ands
forw
ard
and
jum
p w
ith b
oth
feet
toge
ther
brin
ging
them
up
clos
er to
han
ds. R
epea
t ove
r a
dist
ance
of t
en fe
et. R
epea
tth
is te
n tim
es.
On
all f
ours
on
the
floor
(kn
ees
dire
ctly
und
er h
ips
and
hand
s at
shou
lder
leve
l).B
end
arm
s at
the
elbo
ws
so th
at y
ou c
an to
uch
the
floor
with
you
rno
se. S
tren
gthe
n yo
ur a
rms
slow
ly a
nd c
ome
back
to a
ll fo
urs
posi
tion.
Rep
eat 2
0 tim
es.
Bea
nbag
Thr
owLi
e fa
ce d
own
on th
e flo
or w
ith h
ands
bel
ow y
our
shou
lder
s.S
trai
ghte
n yo
ur e
lbow
s to
lift
your
upp
er b
ody
away
from
the
floor
.U
se a
ltern
ate
hand
s to
thro
w a
bea
nbag
into
a h
oop
ahea
d of
you
.R
epea
t with
10
bean
bags
(5
with
you
r rig
ht h
and
and
5 w
ith y
our
left)
with
the
hoop
3 m
etre
s ah
ead.
Cra
b W
alki
ngW
alk
arou
nd th
e ro
om o
n yo
ur h
ands
and
feet
with
you
r tu
mm
y fa
cing
the
ceili
ng. D
onʼt
let y
our
botto
m to
uch
the
grou
nd. D
o 10
leng
ths
ofth
e ro
om.
Bea
nbag
Bal
ance
Bal
ance
bea
n ba
gs o
n ou
tstr
etch
ed a
rms.
How
long
can
you
bal
ance
them
for?
Sof
t Sur
face
Cra
wlin
gC
raw
l for
war
ds a
nd b
ackw
ards
on
lilo
or s
oft p
illow
.
Str
etch
ing
Act
iviti
esE
ncou
rage
wor
king
abo
vesh
ould
er le
vel -
e.g
. pai
ntin
gat
eas
el, b
lack
boar
ds,
clea
ning
win
dow
s.
No
tes/
Eq
uip
men
t
Onc
e flu
ent r
epea
t with
aB
eanb
ag o
n he
ad.
Rec
ord
time
take
n.B
eanb
ag.
Rec
ord
the
num
ber
ofco
mpl
eted
pre
ss-u
ps a
ndtim
e ta
ken
to d
o th
em.
Bea
nbag
.
Lilo
/sof
t pill
ow.
Bea
nbag
s.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
154
Strengthening Shoulder Girdle Activities (Continued)A
ctiv
ity
Nam
eD
escr
ipti
on
Wat
er P
ourin
g
Pus
h-U
p F
rom
Kne
elin
g P
ositi
on
Wal
l Pus
h-U
ps
On
all f
ours
low
er y
ours
elf t
o flo
or b
y lo
wer
ing
elbo
ws
slow
ly a
ndm
aint
aini
ng a
str
aigh
t bac
k.
Pus
h-up
s ag
ains
t wal
l: S
tand
an
arm
dis
tanc
e aw
ay fr
om a
wal
l. Le
anon
the
wal
l, w
ith th
e ha
nds
flat o
n it.
Kee
ping
the
arm
s st
raig
ht, u
sefin
gers
to p
ush
away
from
the
wal
l to
get t
o an
upr
ight
pos
ition
.
With
con
tain
er h
eld
at a
rms
leng
th p
or w
ater
from
one
con
tain
er to
anot
her.
The
follo
win
g ac
tiviti
es a
re a
lso
good
at d
evel
opin
g sh
ould
er a
nd p
elvi
c st
abili
ty: T
ram
polin
ing
unde
r qu
alifi
ed s
uper
visi
on.
Clim
bing
fram
es -
han
ging
/sw
ingi
ng/c
hin-
ups.
Hor
se r
idin
g. C
ross
-cou
ntry
run
ning
. Sw
imm
ing.
Fis
hing
. Row
ing.
Run
ning
on
sand
.
Hig
h K
neel
ing
Thr
ow a
bal
l ove
rarm
to a
par
tner
whi
lst k
neel
ing.
Ove
rarm
Thr
owin
gT
hrow
ing
larg
e ba
ll -
both
han
ds, a
lso
from
abo
ve h
ead.
Two
appr
opria
te s
ize
cont
aine
rs a
nd w
ater
.
Bal
loon
Str
ike
Hit
ballo
on (
or b
all o
n st
ring)
.
No
tes/
Eq
uip
men
t
Bal
l.P
upil
wor
ks w
ith p
artn
er
Sus
pend
bal
loon
or
ball
onst
ring
abov
e pu
pilʼs
hea
d an
dhi
t with
han
ds o
r ca
rdbo
ard
roll.
Bas
ketb
all n
et, v
olle
ybal
l.
As
the
pupi
l bec
omes
mor
epr
ofic
ient
mov
e th
e fe
etba
ckw
ards
to th
at th
ere
is a
grea
ter
angl
e of
lean
aga
inst
the
wal
l.
Mak
e in
to a
gam
e by
pic
king
up w
ith m
outh
a s
wee
t fro
m a
plat
e in
fron
t or
low
erin
gel
bow
s al
tern
atel
y to
take
ahu
la h
oop
off e
ach
finge
r i.e
.10
pus
h-up
s.S
wee
t on
a pl
ate.
Hul
a ho
ops.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
155
Proprioception Activities
Act
ivit
y N
ame
Inst
ruct
ion
to
pup
ilP
illow
Wal
k
Clo
ck H
ands
Touc
h an
d F
eel T
ray
Sta
nd u
p w
ith h
ands
by
your
sid
es. U
sing
you
r ar
ms
as th
e ha
nds
ofa
cloc
k ,te
ll th
e tim
e (s
elec
ted
by y
our
part
ner)
. You
can
sta
rt th
isga
me
stan
ding
in fr
ont o
f a m
irror
to h
elp
the
plac
emen
t of y
our
arm
s.
Rea
ch u
nder
the
clot
h w
ithou
t loo
king
to fi
nd th
e ob
ject
sel
ecte
d by
your
par
tner
. OR
you
r pa
rtne
r pl
aces
1 o
bjec
t und
er th
e cl
oth.
Pla
ceyo
ur h
ands
und
er th
e cl
oth
and
try
to g
uess
wha
t obj
ect i
s w
ithou
tlo
okin
g.
Wal
k ov
er r
ug th
e le
ngth
of t
he r
oom
10
times
kee
ping
you
r ba
lanc
e.
One
Leg
Bal
ance
Sta
nd u
p w
ith fe
et to
geth
er. C
lose
you
r ey
es a
nd s
ee if
you
can
kee
pyo
ur b
alan
ce. N
ext p
ract
ice
stan
ding
on
1 le
g. O
nce
you
can
do th
isw
ithou
t hol
ding
on
try
this
with
you
r ey
es c
lose
d. H
ow m
any
seco
nds
can
you
bala
nce
for
with
eye
s cl
osed
?
Tray
Maz
eH
oldi
ng a
tray
with
ext
ende
d ar
ms
and
dire
ct a
mar
ble
thro
ugh
it.
Pro
prio
cept
ion
is th
e aw
aren
ess
of th
e po
sitio
n of
diff
eren
t bod
y pa
rts
in r
elat
ion
to e
ach
othe
r an
d in
spa
ce. C
hild
ren
with
low
tone
(ʻfl
oppy
ʼ mus
cles
) of
ten
have
red
uced
pro
prio
cept
ive
awar
enes
s, a
nd le
ss fe
edba
ck is
ava
ilabl
e fr
om th
eir
join
ts a
bout
whe
re th
eir
body
is in
spa
ce. T
o im
prov
e pr
oprio
cept
ion,
chi
ldre
n/yo
ung
peop
le n
eed
lots
of a
ctiv
ities
aga
inst
res
ista
nce
or w
ithin
crea
sed
pres
sure
to e
nabl
e th
em to
bec
ome
mor
e aw
are
of th
eir
body
pos
ition
.
Mar
ble
Pai
ntin
gH
old
tray
at a
rms
leng
th. M
ove
to m
ake
a pi
ctur
e.
Two
appr
opria
te s
ize
cont
aine
rs a
nd w
ater
.
No
tes/
Eq
uip
men
t
Pla
ce a
sel
ectio
n of
10
smal
lob
ject
s/to
ys o
n a
tray
. Cov
erth
e tr
ay w
ith a
clo
th. P
upil
wor
king
with
adu
lt or
pee
r.
Arr
ange
a s
elec
tion
ofpi
llow
s/so
ft to
ys o
n th
e flo
or(c
reat
ing
an u
neve
n su
rfac
e)an
d co
ver
with
a r
ug.
(Wal
king
ove
r un
even
gro
und
outs
ide
ongr
ass/
pebb
les/
sand
is a
lso
grea
t pra
ctic
e).
Mak
e a
plas
ticin
e m
aze
on a
tray
.
Pla
ce p
aper
in th
e bo
ttom
of
an ic
e cr
eam
con
tain
er, a
ddtw
o bl
obs
of p
aint
and
am
arbl
e. P
ut th
e co
ntai
ner
ona
heav
y tr
ay a
nd
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
156
Proprioception Activities (Continued)A
ctiv
ity
Nam
eD
escr
ipti
on
Text
ured
Dra
win
gs
Ben
ch P
ull
Mov
ing
Sta
tues
Lie
on y
our
tum
my
on P
E b
ench
, arm
s st
raig
ht a
nd h
oldi
ng s
ides
with
hand
s, p
ull y
ours
elf u
p to
han
ds a
nd r
epea
t.
Pup
il lie
s on
his
bac
k on
the
floor
with
eye
s cl
osed
. The
rapi
st m
oves
one
arm
or
leg
into
a s
eque
nce
of d
iffer
ent p
ositi
ons.
The
chi
ld h
as to
rem
embe
r an
d re
peat
acc
urat
ely
with
out h
elp.
Spa
ce H
oppe
rLy
ing
over
and
wal
king
on
hand
s.
Dra
win
g w
ith p
aper
ove
r te
xtur
ed s
urfa
ce e
.g. c
orru
gate
d ca
rd a
ndte
xtur
e ru
bbin
gs e
.g. t
ree
bark
, coi
ns e
tc.
Ski
ppin
gS
kipp
ing
with
a r
ope.
Whi
stle
Tub
eS
win
g a
whi
stle
tube
, sw
ing
forw
ards
, bac
kwar
ds a
nd d
iago
nally
,ch
ange
arm
s.
Dra
win
gM
ake
a la
rge-
scal
e dr
awin
g/pi
ctur
e on
wal
l or
blac
kboa
rd.
Sui
tabl
e w
all/b
lack
boar
dch
alks
.
No
tes/
Eq
uip
men
t
Spa
ce h
oppe
r or
gym
bal
l.
Ben
ch
The
follo
win
g ac
tiviti
es a
re a
lso
good
at d
evel
opin
g pr
oprio
cept
ion:
Pus
h an
d pu
ll; d
ress
ing
up in
hea
vy c
loth
es; p
aper
tear
ing
(thi
ck c
ard/
pape
r); c
arry
ing
obje
cts
such
as
shop
ping
, cha
irs, g
ym e
quip
men
t (w
ith s
uper
visi
on);
ski
ppin
g; c
onst
ruct
ion
gam
es.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
157
Fine Motor Skills Activities and ResourcesR
eso
urce
Sug
ges
tio
n Fo
r U
seS
upp
lier
“Writ
e F
rom
The
Sta
rt”
Ion
Teod
ores
cu a
ndLo
is A
ddy.
“Spe
ed U
p” L
ois
Add
y.
“Cut
ting
Ski
lls”
Mar
kan
d K
aty
Hill
.
Kin
aest
hetic
Pro
gram
me
to d
evel
op h
andw
ritin
g sk
ills.
Incl
udes
asse
ssm
ent c
heck
list a
nd a
ctiv
ities
.
For
teac
hing
and
ass
essm
ent o
f cut
ting
skill
s.
Sel
ectio
n of
pen
cils
,cr
ayon
s, c
halk
s an
dbl
ackb
oard
, and
past
els.
Diff
eren
t lea
ds a
nd s
hape
s -
for
expe
rimen
tatio
n: e
.g. T
riang
ular
Chu
bbie
s.
Pro
gram
me
with
ext
ra a
ctiv
ities
and
gam
es to
dev
elop
han
dwrit
ing
skill
s e.
g.:
●ha
nd/e
ye c
o-or
dina
tion;
●sp
atia
l aw
aren
ess;
●fig
ure
- gr
ound
dis
crim
inat
ion;
●le
tter
orie
ntat
ion.
Sel
ectio
n of
Grip
sF
or p
enci
ls a
nd p
ens.
Blu
-tak
is a
lso
usef
ul.
Sel
ectio
n of
Pen
s●
Gel
and
rol
lerb
all -
diff
eren
t typ
es o
f grip
s, th
ickn
ess
and
flow
/res
ista
nce.
●Li
ght-
up p
ens
- ad
aptin
g pr
essu
re.
●N
ovel
ty p
ens
- m
otiv
ator
s e.
g. fl
uore
scen
t, co
lour
cha
nge,
“Sm
ell-g
el”.
LDA
LDA
LDA
NE
S A
rnol
dW
H S
mith
sE
arly
Lea
rnin
g C
entr
e
NE
S A
rnol
dLD
A
NE
S A
rnol
dW
H S
mith
sE
arly
Lea
rnin
g C
entr
eJe
sper
sD
arle
y M
illP
aper
Tre
e
Ink
Sta
mps
To d
evel
op p
ince
r gr
ip a
nd p
ress
ure.
Bak
er R
oss
Pla
stic
Bub
ble-
wra
pP
oppi
ng r
aces
- to
dev
elop
pin
cer
grip
and
str
engt
hen
mus
cles
.
“Con
stru
ct-o
-Str
aws”
Man
ipul
ativ
e co
ntro
l and
pin
cer
grip
.N
ES
Arn
old
NE
S A
rnol
dR
ollin
g be
twee
n fo
re-f
inge
r an
d th
umb.
Pip
e C
lean
ers
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
158
Fine Motor Skills Activities and Resources (Continued)R
eso
urce
Sug
ges
tio
n Fo
r U
seS
upp
lier
Non
-Slip
Mat
ting
Pap
er P
late
s
Sm
all C
olou
red
Peg
s
●U
se to
dev
elop
pin
cer
mov
emen
t by
clip
ping
peg
s ar
ound
edge
of p
late
.●
Dev
elop
con
trol
by
pick
ing
up b
eads
or
butto
ns w
ithtw
eeze
rs.
●U
se in
cra
ft ac
tiviti
es fo
r de
velo
ping
sci
ssor
ski
lls.
●F
or m
arki
ng th
e st
art o
f a p
iece
of w
ritin
g.●
Pin
cer
mov
emen
t act
iviti
es: “
Sna
ppin
g C
roco
dile
s”.
●C
olou
r se
quen
cing
.
Mag
netic
Whi
tebo
ard
and
Eas
y-flo
w P
ens.
M
agne
tic fo
am le
tters
.
●E
asie
r to
writ
e on
. Use
ful f
or le
tter-
shap
e fo
rmat
ion.
Dou
ble
Doo
dles
and
Laz
y 8s
.●
Larg
e an
d sm
all.
●Ta
ctile
- fo
r m
ulti-
sens
ory
lear
ning
.
For
exe
rcis
e bo
oks
and
pape
r. A
lso
avai
labl
e in
non
-slip
str
ips.
Car
bon
Pap
erU
se w
ith s
heet
s of
scr
ap p
aper
to m
ake
a sa
ndw
ich
- to
ada
ptpr
essu
re.
Bea
ds, r
igid
thre
adin
gba
ses,
and
sof
t lac
es.
●M
anip
ulat
ive
skill
s, c
o-or
dina
tion.
●S
eque
ncin
g fo
llow
ing
patte
rn te
mpl
ates
.●
Em
broi
dery
car
ds.
Sm
art K
ids
NE
S A
rnol
d
Bal
ls●
Thr
owin
g/ca
tchi
ng.
●K
oosh
bal
l - is
olat
e an
d pu
ll ea
ch s
pine
.N
ES
Arn
old
Rul
ers
●H
andl
ed to
aid
con
trol
.●
Rin
g bi
nder
rul
er fo
r ol
der
pupi
ls w
ith o
rgan
isat
iona
ldi
fficu
lties
.
Fin
ger
pupp
ets
and
hand
pup
pets
.P
ropr
ioce
ptor
/mot
or s
kills
:●
Iden
tifyi
ng a
nd is
olat
ing
finge
rsF
inge
r rh
ymes
e.g
. “Tw
o F
at G
entle
men
Met
In T
he L
ane”
.
NE
S A
rnol
d
Cat
ch o
ne o
ne e
ach
finge
r.B
ubbl
e B
low
ing
Set
.
Rym
ans
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
159
Fine Motor Skills Activities and Resources (Continued)R
eso
urce
Sug
ges
tio
n Fo
r U
seS
upp
lier
Prit
t Rol
ler
Chu
nky
Peg
s an
dB
oard
Sel
ectio
n of
Rib
bons
Man
ipul
atio
n an
d co
-ord
inat
ion.
Peg
s ar
e st
acka
ble.
●R
ollin
g up
and
aro
und
a pe
ncil.
●G
athe
ring
with
a n
ippi
ng a
ctio
n or
with
thum
b in
to p
alm
of
hand
.●
Writ
e da
ncin
g.
Pla
y D
ough
and
Cut
ting
Tool
s.●
For
mat
ion
of le
tter
shap
es.
●R
ollin
g, p
ress
ing
with
fing
er-t
ips
and
palm
s.●
Pre
ss m
ap p
ins
in s
trip
s.
Eas
ier
to u
se -
cou
ld r
ecom
men
d to
old
er p
upils
ʼ ow
n eq
uipm
ent.
Fin
e M
otor
ing.
Pho
toco
piab
le w
orks
heet
s to
dev
elop
fine
mot
or s
kills
.
Tall
Sta
cker
.P
egs
and
Peg
boar
d S
et.
Jesp
ers
Eas
y Le
arn
Ltd.
ww
w.e
asyl
earn
.co.
uk
Thr
eadi
ng T
ree.
Des
igne
d to
be
easy
to h
old,
this
tree
has
a "
was
p" th
read
er a
ttach
edby
cor
d fo
r th
read
ing.
w
ww
.task
mas
tero
nlin
e.co
.uk
LDA
ww
w.ta
skm
aste
ronl
ine.
co.u
k
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
160
Supporting Pupils With Verbal Dyspraxia
Are
a To
Dev
elo
pA
ctiv
itie
sP
urp
ose
Lips
Tong
ue
●Lo
okin
g in
a m
irror
and
mak
ing
funn
y fa
ces.
●O
pen
and
shut
mou
th.
●M
ake
a bi
g m
outh
like
a li
on.
●M
ake
a lit
tle m
outh
like
a m
ouse
etc
.●
Blo
win
g an
d su
ckin
g th
roug
h di
ffere
nt p
ipes
, tub
es a
ndst
raw
s -
usin
g lip
s al
one.
To im
prov
e lip
sha
pe a
ndm
ovem
ent.
Sof
t Pal
ate
Chi
ldre
n w
ith v
erba
l dys
prax
ia s
houl
d be
ref
erre
d to
the
spee
ch th
erap
ist a
s ea
rly a
s po
ssib
le a
s it
is g
ener
ally
rec
ogni
sed
that
child
ren
with
dev
elop
men
tal v
erba
l dys
prax
ia d
o no
t get
bet
ter
with
out h
elp.
The
y re
quire
reg
ular
ther
apy
deliv
ered
by
asp
eech
ther
apis
t and
pra
ctis
e at
sch
ool a
nd/o
r ho
me.
●P
ract
ise
stic
king
tong
ue o
ut.
●Lo
okin
g in
a m
irror
and
lick
ing
spoo
ns a
nd lo
llies
.●
Lick
ing
gam
es -
pra
ctis
e lic
king
dow
nwar
ds o
nto
chin
, lic
ksi
dew
ays,
lick
upw
ards
up
behi
nd te
eth.
To im
prov
e to
ngue
sha
pe a
ndm
ovem
ents
so
that
it is
wel
lco
ntro
lled
and
plac
edac
cura
tely
for
spee
ch s
ound
s.
●B
low
ing
bubb
les.
●B
low
pai
ntin
g.●
Blo
win
g pi
pes
and
reco
rder
s.●
Blo
w fo
otba
ll us
ing
plas
tic tu
bing
or
stra
ws.
To e
ncou
rage
eas
y ra
pid
mov
emen
ts o
f the
sof
t pal
ate
to c
lose
off
the
nasa
lpa
ssag
es w
hen
appr
opria
tein
spe
ech.
To im
prov
e st
reng
th a
ndqu
ality
of v
ocal
tone
.T
he L
aryn
x●
Enc
oura
ge s
ingi
ng.
●P
lay
gam
es u
sing
diff
eren
t voi
ces.
●E
ncou
rage
chi
ld to
mak
e a
soun
d e.
g. ʻa
hʼ fi
rst f
or a
sho
rttim
e an
d th
en g
radu
ally
incr
easi
ng th
e le
ngth
of t
he b
reat
han
d so
und.
●U
se a
blo
w p
ipe
and
ball
- ke
ep th
e ba
ll in
the
air
for
anin
crea
sing
leng
th o
f tim
e.
To e
ncou
rage
goo
d ea
sybr
eath
ing
for
spee
ch.
Bre
ath
Con
trol
Appendix 4
Handwriting
Evidence from existing studies suggests thathandwriting intervention programmes may also have areal impact on the composing skills of young writers,Christensen (2005) Medwell and Wray (2007) suggestthat if pupils have to devote large amounts of workingmemory to the control of lower level processes suchas handwriting they may have little working memoryfor higher-level processes such as the generation ofideas, vocabulary selection, and editing. By makinghandwriting an automatic process the problem oflimited working memory can be addressed.This appendix contains information on:
• teaching handwriting;• features of good handwriting;• hand exercises;• handwriting questionnaire;• letter formation record sheets;• support for number formation.
Handwriting improvement after two months of aregular handwriting programme.
The National HandwritingAssociation has several
inexpensive publications thathelp children write legibly and
at a greater speed.www.nha-handwriting.org.uk
Developing good handwriting isdependent on the pupil sittingcorrectly, having stability of theupper torso, shoulder, forearmand wrist and a secure pencil
grasp.
Supporting Children & Young People withCo-ordination Difficulties
The ability to write legibly is a skill which needs to be taughtbecause it is not simply acquired. Acquiring this ability requiresphysical, sensory and cognitive development. Basic requirementsfor developing writing skills are:
● A secure sitting position (or good postural fixation inother chosen positions).
● A developmentally mature shoulder girdle, wrist andfinger movements. The strength and co-ordination ofthe muscles and bones.
● Intact sensory feedback both during and aftermovement i.e. visual, kinaesthetic and tactile.
● Visual motor control and motor memory i.e. the abilityto co-ordinate eyes, arms and hands. It contributes tothe ability to learn new shapes, letters, numbers, printbetween lines and colour written boundaries.
● Established laterality and bilateral hand skills i.e. whichis the dominant hand and the ability to use your handstogether e.g. one hand to steady the paper and one towrite, one to cut using scissors and the other to holdthe paper.
Skills which may demonstrate a pupilʼs readiness to write are:
● the ability to recognise and match simple shapes;● using scissors with one hand;● the ability to dress themselves;● the ability to draw a recognisable person;● the ability to copy oblique or diagonal lines. Copying is
the ability to reproduce a form after only being shown apicture of the completed design. Imitation is the abilityto reproduce a form after watching someone first.
In the early stages, practising motor skills activities encouragesthe neurological pathways of the brain to develop. As a result,access to motor skills programmes is a basic requirement inhelping all children/young people to develop their fine motor skillsregardless of their age. On average, it takes up to the age of 4 or5 years for a child/young person to develop the foundations andto master writing. As a result, concentrating on pre-writing skillsand the foundations to writing will help more children/youngpeople to be successful.
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Beginning To Teach Handwriting
Teaching Approachesinclude:
DAILY PRACTICE usinga ‘hands on’ (or hand-over-hand’ approach
to guide andinform movement.
TALKING THROUGHthe letter formationand using one finger
to start off is alsohelpful.
MODELLING letterformation.
REPEATING eachletter movementmany times inorder to securethe learning.
ESTABLISHING a goodseating position.
Beginning writing and/or mark-making activities in a supportiveway can help children/young people to improve their fine motorskills. It can also help to enhance their self-esteem.
An awareness of how mark-making develops, as well asconsideration of the environment and the teaching approachescan all contribute to a supportive learning experience forchildren/young people.
Developmental Stages
An awareness of the developmental stages can be useful inunderstanding why a child/young person may be experiencingdifficulties with some aspects of their writing. The acquisition ofpre-writing skills is dependent on the childʼs ability to interpretvisual information and to have enough fine motor co-ordinationmaturity to reproduce it.
Age 1 year Imitate making a mark.
Age 1½ years Spontaneous scribble.Imitate stroke movements.
Age 2 years Imitate vertical line.
Age 2½ years Imitate a horizontal stroke.
Age 3 years Copy a circle.
Age 4 years Copy a vertical-horizontal cross.
Age 4½ years Copy right oblique line (right handers).
Age 4½ years Copy a square.
Copy left oblique line.
Age 5 years Copy an oblique cross.
Start forming letters.
Copy a triangle.
Age 6 years Writing and drawing comfortably.
Copy a star.
Age 8 Copy a vertical diamond.
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Beginning To Teach Handwriting (Continued)
Once children havedeveloped sufficientreadiness to write,
the best way todevelop their
handwriting isby practising letter
formation.
Holding the Pen or Pencil
When children begin to mark-make, they may hold their pencil orcrayon in a number of ways. The stages below demonstrate howpen or pencil grip matures.
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Beginning To Teach Handwriting (Continued)
Children have thebest chance of being
successful when theirphysical environment
(and the method ofteaching handwriting
have been givenconsideration.
Some children findtriangular or trigogrips helpful whenthey are learning a
mature handwritinggrip.
However some children’sfingers aren’t strong
enough for a dynamictripod grip, and asa result it would be
counter productive toinsist on this position.By the time childrenare eight years oldtheir pencil grip is
likely to be established.The main aim of
handwriting from thisstage is legibility andflexibility rather thanthe type of grip used
Palmar Grasp Crayon held infisted hand. Armmoves as a unit.
Pencil held withfingers. Wristpronated andslightly ulnardeviated. Forearmmoves as a unit.
Digital Pronate
Static Tripod Pencil heldproximally in crudeapproximation ofthumb, index andmiddle fingers.Hand moves as aunit.
Dynamic Tripod Pencil held withprecise oppositionof distal phalangesof thumb, indexand middle fingers.Ring and littlefingers flexed toform a stable arch.Exhibits finelocalisedmovements ofProximalinterphalangaljoints.
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It is usual to considertwo different aspects
in the assessmentof handwriting:
(1) the final product(in terms of quality
and speed of production)(2) the writing process(how writing evolves,posture of the writer).It is also importantto consider the skillin a wider context interms of how the skillhas been taught andwhat other literacyand language skills
the child has.
Barnett (2006)
The Detailed Assessment of Speed of Handwriting can play a rolein identifying children/young people with handwriting difficultiesand provides information relevant to intervention planning.
The assessment includes 5 sub-tests, each testing a differentaspect of handwriting speed. The sub-tests examine fine motorand precision skills, the speed of producing well-known symbolicmaterial, the ability to alter speed of performance on two taskswith identical content as well as free writing competency.
The 5 tasks are:
1. Copy best - copying a sentence in ʻbestʼ handwriting for2 minutes.
2. Alphabet writing - writing the alphabet in lower case for1 minute.
3. Copy fast - copying a sentence quickly for 2 minutes.4. Graphic speed - drawing Xs in circles for 1 minute.5. Free writing - writing on a topic of ʻMy Lifeʼ for 10
minutes.
The test is aimed at those aged between 9-16 years elevenmonths and can be administered individually or in a group -complete battery of tests takes maximum of 30 minutes.
The DASH test is ideal for providing evidence for AccessArrangements for Key Stage 2 and 4 National Curriculum Testsand for general qualifications.
Standardised sub-test and composite scores are provided basedon a nationally stratified normative sample of over 500children/young people collected across the UK in 2006.
Ref. Barnett, A. Henderson, S. Scheib, B. and Schulz, J. (2007).
Handwriting AssessmentDASH - The Detailed Assessment of Speed of Handwriting
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Handwriting Assessment
Improving Handwriting - A Checklist
Take a good look at a piece of your handwriting and fill inthe following questionnaire.
2. Oval letters are closed and watertight.a b d e g o p q
Today.Marks
out of 10
2 Weekslater.Marks
out of 101. All letters except d and e start at the top.
3. Letters with straight lines are straight and parallel.a b d f g h i j k l m n p q r t u v w x y z
4. The relative height of letters is uniform.e.g. ace, bell, gray
5. Letters are correctly placed in relation to the baseline.e.g. baffle, jog
6. The space between letters is even.
7. The space between words is even(should be the size of two ‘o’s joined together).
8. Letters which end at the top join horizontally.
9. Letters which end on the baseline join diagonally.
10. A sentence begins with a capital letter and ends with a fullstop.
Choose one of the items from the list, which you think needs improvement. This is yourhandwriting goal.
Put a circle around your goal. Think about it every time you write. Only YOU can improveyour own handwriting.
Look at your writing in 2 weeks time to see if you have made some progress. If you thinkyou have achieved your goal, choose another one. If not, keep working at the old one!
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Handwriting Exercises
Reproduced with kind permission from Wilson Stuart, Outreach, including suggestions byAnn Markee and Maggie Wagstaff.
1● Good sitting position, feet flat, back straight, head tall.● Bottom back on chair.● Sit on hands - sit on one, wave the other.● Hold edge of chair (2 hands).● Push self up - lean right & lean left.● Lift (shrug) 2 shoulders, 1 shoulder.● Lift alternate shoulders.● Shake 2 hands in the air - shake 1.● Shake up, down, fast, slow, one hand still, one hand shake.● Hands on table.● Touch them.● Shake hands with yourself.
2● Make 2 fists (hands on table).● Straighten arms (elbows off table).● Are hands level?● Thumbs out then in.● Pull fists towards you.● Hide thumbs under table.● Stretch arms again (keep fists).● Lift 2 arms up to shoulder level.● Lift 1 arm up, keeping the other down.● Move arms in, out, cross them.● Turn them over fingers up.● Bend elbows, thumbs on top.● Thumbs in, out, wriggle them.● Clap 2 fists together.● Climb fists upwards (thumbs in).
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Handwriting Exercises (Continued)
3● Make 2 flat hands (thumbs out).● Spread fingers (thumbs touching).● Close fingers and thumbs.● Turn them over (touch little fingers), Stand flat hands up (thumbs up).● Put 1 on the other and cross them.● Lift flat hands & straighten arms.● One higher, one lower, one up, one still.● Make a V with 2 flat hands.● Rest chin in it.● Make a /\ with hands, put on head.● Clap hands to rhythms, simple to hard.● Clap hands then thighs to rhythms.● Increase complexity.
4● Make 1 fist, 1 flat hand, change.● Lift from table - shoulder level.● Lift 1 keep the other still.● 2 fists on shoulders - 2 flat hands on table, cross them.● Clap fist on flat hand, change.● Make rhythms this way.● Clasp 2 hands together, make a clapping noise.● Interlock fingers.● Stretch forwards, sideways circle them.● Put them behind your head, push palms forward.● Flat hands & elbows together on table, slide elbows out wrists down, hands stay
together.
5● Rub hands together (fronts and backs).● Hands flat on table, tap thumbs, tap all fingers.● Tap individual fingers.● Make clasped hands again.● Press all finger tips and thumbs together.● Move them (pressed together).● Make hoops, finger and thumbs.● Pincer grasp.● Make hoops, finger & thumb and other fingers.● Look through them (glasses monocle).● Hold ears with finger and thumb.● Cross arms and hold ears.● One hand, hold nose.
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Handwriting Reminders
1. Do sit up. Do put your feet on thefloor.
Do Don’t
6. Don’t have your elbows touching your neighbour.
2. Do have your paper at acomfortable angle.
7. Don’t have your table and chair toobig or too small.
3. Do move your paper up as you fillthe page.
8. Don’t have a shadow over yourwork.
9. Don’t use paper that is too big ortoo small.
4. Do think about whether you needlines or not.
10. Don’t grip your pen so that yourhand aches.
5. Do choose the best writing tool forthe job.
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Handwriting - Questionnaire
Name: _________________________ School: _____________________ Date: _____________
D.o.B.: ____________________________
1. Do you like yourhandwriting?
2. Can you read it?
3. Can other people readit?
4. Do you sit correctlywhen you write?
5. Do you have acomfortable pencil grip?
6. Do you form your letterscorrectly?
7. Do you leave spacesbetween your words?
CommentsPupil to colour in blocks
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Record Sheet for Letter Formation
Name:
cagdoqpbnhmlituvwyefjkrsxz
Letter Date Date Date Date Date DateDatemasteredno of wordsper min.
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Record Sheet for Letter Joins
Name:
cacggddooqqupopanonababohahophlalolmlplbmamombmpimhi
Letter Date Date Date Date Date DateDatemasteredno of wordsper min.
pibiaito
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Record Sheet for Letter Joins (Continued)
taitumunudvavivowawoyayiyemehetefafifefujajije
jukakick
Letter Date Date Date Date Date DateDatemasteredno of wordsper min.
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Writing Numbers
Write the numbers in the boxes in the following order:
1 2 34 5 67 8 / 0 9
Numbers must not extend outside the box. 8 and 0 share a box as they may be drawn thewrong way round, but they will still look the same.
Laminate the grid.
Pupil to write each number in its box on a daily basis.
●
●
●
●
●
●
●
●
●
●
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Appendix 5
More In depth Information
Supporting Children & Young People withCo-ordination Difficulties
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Overview of Common DifficultiesA
n In
div
idua
l May
hav
e A
Few
Or
Man
y O
f T
hese
Diff
icul
ties
, In
Any
Co
mb
inat
ion
EV
ER
Y IN
DIV
IDU
AL
HA
S A
UN
IQU
E P
RO
FILE
OF
ST
RE
NG
TH
S A
ND
WE
AK
NE
SS
ES
-N
O T
WO
IND
IVID
UA
LS P
RE
SE
NT
WIT
H T
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SA
ME
SIG
NS
Children/young people with co-ordination difficulties are oftenreported to have difficulties with various aspects of speech,language and communication. Some of these are well-known toco-exist with the disorder, but it is also recognised the likelihood ofthem having other unrelated developmental disorders as well hasbeen reported as being 60%. These children/young people maypresent with a wide range of speech and language disorders.
In particular, children/young people with developmental co-ordination difficulties are commonly reported to show speech andlanguage difficulties such as the following:
● May have history of delayed language development.● May have poor auditory memory: older children may
struggle to take notes or dictation in class, youngerones may find following instructions hard.
● May have slow response time.● May have difficulties with maintaining peer
relationships.● May have a very literal use of language.
Even though the language and communication difficulties are notthe primary difficulty, these children/young people should still bereferred to the Speech and Language Therapy Department assoon as the problems become apparent. Even if the direct therapyis not required the therapist can assist with setting IEP targets andwith advising on the full nature of the difficulties.
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Speech and Language Difficulties
Children withdevelopmental verbal
dyspraxia havedifficutly in planning,
initiating and executingspeech sounds and
non-speech movements.It is a motor
programming problemnot a muscle weakness.
Hill (2003)
It is better for a childto utter two or
three spontaneouswords than to copy
a sentence ofseven words.Addy (2003)
Children/young people may, or may not have speech disordersalongside more general co-ordination difficulties. Those withsignificant speech disorders, are often described as being verballyor orally dyspraxic. Verbal dyspraxia is a difficulty in co-ordinatingand sequencing precise movements of the lips, tongue and oralmusculature quickly and accurately enough to attain intelligiblespeech. There is no damage to their muscles and nerves toaccount for their problems. Children/young people with dyspraxiawill struggle to copy voluntary non-speech movements of the lips,tongue etc. They may well also have eating and drinkingproblems.
The severity of verbal or oral dyspraxia can vary. Children may becompletely non-verbal, relying on sign or communication aids, ormay just be hard to understand at times. They may also haveassociated language problems of any type but most frequently:
● Difficulties with expressive language, grammar andcomplex sentences.
● Word finding difficulties.● Social skills problems.● Facial expression difficulties.
Children/young people who have verbal dyspraxia often have ahistory of:
● Delayed onset of speech.● Speech that is very difficult to understand.● A continuing delay in speech (use of words) and
language (use of sentences and structure ofsentences).
It is not unusual for children to start single word talking as late asthree of four years. Progress may be slow and grammatical errorspersist long into junior and even secondary school.
The inability to write clearly is closely associated with verbaldyspraxia. This is linked to:
● The physical difficulty of actually holding and co-ordinating the fine movements of the writing implement.This will affect the formation of letters and numerals.
● The verbal language problem. This often presents as adifficulty with the processing of language and theformation of words into a meaningful flow of ideas andthoughts from the brain to the mouth to the writinghand, where written expression takes place.
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Verbal Dyspraxia
A child with VerbalDyspraxia may havegood understanding
but limitedcommunication skills.
Portwood (1999)
The causes of oral and verbal dyspraxia are not known, but areassumed to be due to immature neural development. They oftenre-occur in families with a history of similar problems. Earlyreferral to speech and language therapy is essential for thesechildren to make progress, pre-nursery if possible. In the earlystages this therapy may be needed just to help these childrenovercome their anxiety about communication and help them torelax about making sounds. When they are ready for 1:1 therapythis is often a type of motor programming and needs to be donefrequently. Additional language work can often be done veryfrequently. Additional language work can often be integrated intoother curriculum activities or carried out in groups. The speechand language therapist, in addition to working directly to improvetheir communication, can also offer training in how best tocommunicate with the child/young person and how to differentiatethe curriculum to ensure they access it.
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Verbal Dyspraxia (Continued)
Children/youn gpeoplewith Verbal Dyspraxiaoften have difficulties
with:Sequencing – tables
Nursery RhymesSpelling – as it relieson the breaking down
of words into theircomponent parts andone making the link
between speech soundsand written letter
symbols.Reading
HandwritingNumeracy
Generalising Learning
Our brains register incoming sensory stimulation from our visual,auditory, tactile, vestibular, proprioceptive, olfactory and gustatorysystems. Our brains sort out what is important, what needs to beattended to, and what can be ignored. This process is essential tomaking an appropriate response. It is essential to both learningand to controlling behaviour.
Each sensory system has a two-fold function. Firstly, it facilitatesthe level of general arousal or alertness that is appropriate to ourneeds in any given situation. This is called ʻsensory modulationʼ.Secondly, it facilitates discrimination, to make sense of or givemeaning to the sensory information received. This is calledʻsensory perceptionʼ. Sensory perception depends on the personbeing sufficiently alert to register and to attend to the stimulus forlong enough to make sense of it. However, if the person is over-aroused, for example in an anxious and hyper-vigilant state, orvery excited and giggly, they will be likely to misinterpret theinformation or miss it because they have been distracted.Therefore, for a person to perform optimally, both functions needto be working well and contributing to ʻsensory integrationʼ - thatis, the organisation of sensory information for use.
We all have to be alert in order to learn. Alertness allows us toregister what is happening in our environment, and our level ofalertness or arousal depends to some extent on our thresholds forstimulation. The term ʻthresholdʼ refers to the level of stimulationthat a person needs to register an event. The higher thethreshold, the more sensory input is required to elicit a response.Children/young people with sensory modulation difficulties caneasily be over-stimulated and over-aroused (having a lowthreshold for stimulation), or conversely can be under-aroused(having a high threshold for stimulation). In either case, learningwill be difficult for those with sensory modulation difficulties as theoptimum level of arousal for learning will not be attained.
Unless the sensory stimulus is strong enough to cross over thethreshold, the person will fail to register it, so the stimulus will notcontribute to his general level of arousal, and neither will he beable to interpret it and use it to understand his environment andrespond appropriately.
Some children/young people tend to act in accordance with theirstimulation threshold. Those who have high thresholds that arenot often reached may be noted, for example, to frequently showa low alertness level, to have a dull affect, and to take littleinterest in or show poor understanding of their environment.Children/young people who have low thresholds that are very
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Sensory Processing and Sensory Modulation
Children/young peoplewith sensory modulationdifficulties can easily be
over-stimulated andover-aroused (low
threshold forstimulation) or
under-aroused (lowthreshold for
stimulation). In eithercase learning will bedifficult for the child
with sensorymodulation difficulties
Activities virtuallynever stimulate onlyone sensory system.They usually affectseveral at the same
time to differentdegrees.
easily reached are noted to frequently be very highly aroused.This can show as general excitement or as anxiety, and frequentlyas emotional lability.
However, some children/young people work to counteract theirstimulation thresholds. If they have high thresholds, they aredriven to meet these thresholds and raise their levels of arousal.They seek to add different types of sensory stimulation to theirdaily activities, through movement, touch, deep pressure, theproduction of sound, or seeking visual or olfactory stimuli. Theyare likely to appear restless and fidgety as they seek out the typesof stimulation they need to raise their level of arousal. Frequentlythey take risks and appear to lack considerations of safety whileplaying. Those with low thresholds who act to counteract theirthresholds, on the other hand, will try to avoid strong stimulationand which would cause them to become too highly aroused. Theymay do this by avoiding noisy or visually stimulatingenvironments, or by avoiding movement and therefore reducingtheir vestibular stimulation. Typically they appear to like to have ahigh degree of control over their environment, and becomedistressed when thwarted.
Sensory Modulation
These children/young people are less effective at controlling theirlevels of alertness than adults, and can quickly become overexcited or, conversely, lethargic and unfocused - neither of whichis conducive to learning. Experienced teachers know this and useall sorts of methods to bring the children/young people in theirclass up or down to an alertness level that is ʻjust rightʼ forlearning.
For example, a teacher may set up a routine whereby, followingplaytime, children/young people enter the classroom and sitquietly on the carpet or at their desks with a book. Once theroutine is established, the children coming in from playtime in ahighly aroused state are already starting to calm down as theyhang up their coats. The fresh air (tactile), the change of scene(visual), the activity (vestibular and proprioceptive) and noise(auditory) in the playground have all raised the childrenʼs arousallevels. The teacher has used routine, sitting down, and looking ata book - all calming and organising activities - to help themreduce their arousal level and reach an effective level of alertnessfor learning.
On another occasion, the teacher may use the volume, speed andtone of his or her voice and movements to first match and then to
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Sensory Processing and Sensory Modulation (Continued)
Sensory Modulation isthe ability to maintainone’s level of alertnessat an optimal level for
any given situationthrough the use and
control of sensory input.As adults most of us
are fairly adept at thisand are barely conscious
of the many strategieswe use - adjusting our
sitting position, chewinggum, fiddling withjewellery or clothes
or waggling our feet.
lead over-aroused children into calmer, more focused behaviour.On the other hand, when children/young people have been sittinglistening or working for a while, and their posture is deterioratingand their concentration is beginning to fall off, the teacher may dosome group exercises to raise the arousal levels of the class. If theteacher fails to do this, it is likely that some of the children willbecome restless and noisy as they find their own ways to reach anappropriate level of alertness, distracting others at the same time!
Sensory Seeking and Sensory AvoidanceActivities
We all have needs and preferences for various sensorystimulation, and try to avoid others that we find unpleasant in anyquantity. As adults we usually manage our ʻsensory dietʼ - the totalamount and variety of sensory stimulation we receive over aperiod of time - to meet our needs without too much difficulty.However, some individuals who have unusually low or highthresholds that they are trying to counteract have an overridingdrive to seek out or avoid some types of sensory input. Theʻsensory dietʼ that they need in order to feel okay is very differentfrom that needed by the average child. This can pose difficulties.Their sensory seeking or avoiding behaviour may interfere withtheir ability to relate to others and to learn, it may be inappropriateto their environment or even unsafe.
For example, children/young people who need extra vestibularinput to increase their level of arousal or proprioceptive input tocalm them down may seek this through increased activity levelswhen the expectation is that they remain seated and attend to theirwork. Some may seek tactile stimulation by impulsively touchingthings they shouldnʼt, or touching their neighbours when seated onthe carpet or in a queue. Also, because some children/youngpeople find certain sensory stimuli unpleasant, they may seek toavoid them by refusing to take part in activities or using otheravoidance strategies.
Engine Speed
Sometimes, when individuals have a particular difficultly withmaintaining the right level of alertness, it is useful to use theanalogy of controlling our ʻengine speedʼ so that it is ʻjust rightʼ forthe activity. According to their sensory thresholds and theirresponse to them, some children/young people will tend to haveʻengine speedsʼ that run too fast, and others to have ʻenginespeedsʼ that run too slow. This analogy can provide a non-judgemental vocabulary to help the child/young person, their
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Sensory Processing and Sensory Modulation (Continued)
When children/youngpeople behave impulsivelyand inappropriately it can
be useful to recognisethe sensory consequences
of their actions andconsider if this is
contributing to theirbehaviour. If more
appropriate ways canbe found to meet their
sensory needs thentheir behaviour,
attention and learningwill all benefit.
Sensory stimulation iscumulative, so the effect
of any particularstimulus is influencedby the state of arousal
that the child is alreadyin due to precedingcircumstances. Thismakes it harder to
predict what a futureresponse may be.
parents and those working with them to develop insight into howto help the individual to adjust their arousal levels to the task athand, and be more successful.
This terminology is used in the ʻAlert Programmeʼ. The ʻAlertProgrammeʼ is a very useful form of intervention forchildren/young people with sensory modulation difficulties. It hasbeen successfully used to help them with attention difficulties,either because they have a low arousal level and generallyinattentive or because their level of arousal is too high and theyare too easily distracted, with their attention jumping from onething to another and interfering with their ability to focus for anylength of time.
Individuals who have difficulties in this area can learn to becomemore aware of when their ʻengine speedʼ is inappropriate to thesituation, and with support they can begin to manage their ownsensory regulation by carrying out calming behaviours or arousingbehaviours as appropriate. This is usually a slowly evolvingprocess during Key Stage 3 or above and dependent on the child,with adult support, developing a useful degree of insight.
Assessment and Management
Where there are significant difficulties with sensory modulation theindividual would benefit from assessment from an occupationaltherapist or another professional with training in this field. Oftenchildren/young people have these difficulties in combination withother conditions, such as developmental co-ordination disorder, inwhich case referral to a paediatric occupational therapist wouldnormally be appropriate, or with attention deficit disorder, autisticspectrum disorder, or attachment disorder, in which case referralto the Child and Adolescent Mental Health Service would normallybe appropriate.
Where there are milder difficulties, it may be possible to fulfil theirneeds through assessment and provision within the schoolsetting. Page 29 - 55 offers suggestions for help within theclassroom.
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Sensory Processing and Sensory Modulation (Continued)
Each individual has aunique pattern of
responses. What is apleasant stimulus for
one child can beunpleasant for anotherchild, and what arouses
one child may behardly noticed by
another.
When trying a newstrategy e.g. the
Move ‘n’ Sit cushionalways remember that
initially the noveltyvalue may give
misleading results. Thechild may need to be
more familiarised withit before conclusionscan be drawn about
how helpful it will be
Visual Function
We interpret the visual information reaching our brain through ourvisual system in order to make sense of our environment. A largeproportion of the brain is involved in processing visual processing,including the parietal lobe in both cerebral hemispheres.
In order to take in visual information from the environment we usemany visual skills, including:
● fixation on an object or two dimensional shape;● saccadic movements (the tiny movements our eyes
use to explore objects that they fixate on - essential forreading);
● pursuit of moving objects (sometimes called ʻtrackingʼ);● accommodation (the ability to focus on objects at
different distances);● binocular fusion, stereopsis and
convergence/divergence (all contributing to depthperception).
Visual Perception
We need to be alert to the stimuli in order to attend to it, and ourattention needs to be sustained long enough for us to take inenough information for our needs. The information then needs tobe interpreted and organised.
Another set of skills is required for this: the interpretation of visualinformation at a pre-cognitive level, the integration of visualinformation together with information from the other senses, plusthe cognitive ability to make use of this information in the light ofour previous knowledge of the world.
It is important to remember that, while we all have an individualprofile of strengths and weaknesses in these and other functionalvisual skills areas, in practise these skills are not used in isolationbut in combination with each other. In addition, other factors arealso strongly involved. For example, fatigue, anxiety anddistractibility can all have strongly negative effects on visualperception.
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Visual Perception
Visual skills- visual discrimination- visual form constancy- visual figure ground
- visual spatialrelationships
- visual closure- visual memory
(short- and long-term)- visual sequential memory
Visual imagery is animportant ability that
assists problem-solving,planning, imagination,
memory andsequencing skills
Hand-eye co-ordinationis the ability to move
the hands quicklyand precisely into
position according tovisual and kinaestheticinformation received.
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Perceptual Difficulties
1 Figure GroundDiscrimination
Everyone must be able to discriminate relevant matter from abackground. We must be able to discriminate both visually and auditorily.When undertaking task-like copying from board the pupil must beable to focus on a particular piece of text and not be distracted by restof the information.If worksheets are ʻtoo busyʼ pupils struggle to focus on one aspect.Difficulties keeping lines of writing separate/difficulty knowing whereto start and finish.When there is a lot of noise pupils are not able to discriminatebetween relevant and irrelevant information.
2 Visual Closure This is the ability to perceive an object even when it is seen in parts.This skill allows us to see letters individually within a word but alsosee the word as a whole.Pupils with difficulties will write fragmented letters e.g. ʻaʼ is written asʻo l.
3 Visual FormConstancy
This is the ability to perceive an object as possessing variableproperties, such as shape, position and size.2 and 3 dimensional forms of a shape are recognized as being fromsame category e.g. square shape and 1 cm cube belong to squarecategory.Size constancy is important for games such as football i.e. personfamiliar with size of standard football recognizes it as such even whenat opposite end of pitch looking smaller.When writing, pupils struggle with the size and shape of letters.Copying from the board is very challenging.
4 SpatialRelationship
This is the ability to perceive the position of 2 or more objects inrelation to self and in relation to each other.As well as ability to perceive distances between objects and self.When playing football the goalkeeper scans whole field and makes upa picture of where all the players are situated and how far apart andhow far from the goal.When writing, pupils with difficulty in this area will have difficulty withspacing of letters and words.
5 Position InSpace
This is the position of an object in relation to oneself.Important to understand body image (relationship of different bodyparts to others, regulates bodyʼs position against gravity, keeps oneupright).Difficulties in this area lead to mirror writing/orientation of letters e.g.b/d u/n, may start writing from right of page.
6 Hand/EyeCo-ordination
This is the earliest perceptual skill (baby) - ability to co-ordinate ahand movement to a visual goal.Eyes co-ordinate what hands are doing (N.B. not hands themselves).Difficulties with dressing, tying shoe laces, eating and handwriting.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
185
Classroom ResourcesR
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
Writ
ing
Slo
pes
ʻWrit
e S
tart
ʼ des
k to
p
Mov
e ʻn
ʼ Sit
LDA
Writ
e S
tart
Pen
cil
ww
w.s
peci
aldi
rect
.com
Ber
ol H
andw
ritin
g
LDA
Ligh
t Up
Pen
s
NE
S A
rnol
d
Ena
ble
child
ren
to w
ork
at th
e op
timum
ang
le.
Pen
cils
to p
rom
ote
bette
r ha
ndw
ritin
g.
Pen
Aga
in
SE
N M
arke
ting
Impr
ove
seat
ing
posi
tion.
A s
elec
tion
of p
ens
to s
uppo
rt fl
uent
and
legi
ble
hand
writ
ing.
AN
GLE
D W
OR
K S
UR
FAC
E
CU
SH
ION
S (
WE
DG
E)
LDA
, Hom
ecra
ft-R
olya
n
Pos
ture
Pac
k se
atin
g w
edge
Bac
k in
Act
ion
Fit
Cha
irA
ir C
ushi
onw
ww
.spe
cial
dire
ct.c
om
PE
NC
IL G
RIP
SP
enci
l Grip
sT
he U
ltra
Pen
cil G
ripw
ww
.spe
cial
dire
ct.c
omTa
skm
aste
rA
nyth
ing
Left-
Han
ded
Hop
e E
duca
tiona
lw
ww
.the3
dcen
tre.
co.u
k
A c
olle
ctio
n of
diff
eren
t pen
cil g
rips.
The
Ultr
aP
enci
l Grip
has
a s
peci
al fi
nger
gua
rd to
hol
dfin
gers
in th
e co
rrec
t pos
ition
and
pre
vent
them
from
cro
ssin
g ov
er, w
hile
its
larg
e si
ze a
ssis
ts w
ithpe
n co
ntro
l and
sup
port
. Sui
tabl
e fo
r bo
th r
ight
and
left-
hand
ers.
PE
NC
ILS
Han
d H
ugge
rs
Lyra
ʻFer
byʼ P
enci
ls
Yoro
Pen
cil
PE
NS
Brig
ht M
inds
,Not
tingh
am R
ehab
Gal
t Edu
catio
nal,
NE
S A
rnol
d
Leftʼ
nʼW
rite
Rin
g P
en
Not
tingh
am R
ehab
Hop
e E
duca
tiona
l
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
186
Classroom Resources (Continued)R
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
Sta
bilo
SʼM
ove
Squ
iggl
e W
iggl
e W
riter
Vis
ible
Exe
rcis
e B
ook
Left
ʻnʼ W
rite
Line
Tra
cker
Spe
cial
Dire
ct
Teac
hing
/Dua
l Con
trol
Sci
ssor
s
Task
mas
ter
Rol
lcut
Sci
ssor
s
Task
mas
ter
Sup
port
s sc
anni
ng o
f tex
t.
Fid
get I
tem
s
Not
tingh
am R
ehab
Impr
oves
legi
bilit
y us
ing
visu
al c
ues
to h
elp
child
ren
reco
gnis
e m
argi
ns, c
ontr
ol le
tter
size
and
deve
lop
lette
r an
d w
ord
spac
ing.
Res
ourc
es to
sup
port
sen
sory
reg
ulat
ion
diffi
culti
es.
PE
NS
(Con
tinue
d)
PA
PE
RP
hilli
p an
d Tr
acey
Red
ispa
ce P
aper
Task
mas
ter
Sto
p G
o R
ight
Lin
e P
aper
with
Rai
sed
Line
sw
ww
.spe
cial
dire
ct.c
om
SC
ISS
OR
S
Hea
vily
Lin
ed P
aper
Par
tially
-Sig
hted
Soc
iety
RE
AD
ING
SU
PP
OR
T
Rea
ding
Win
dow
Eas
i-Grip
Sel
f-op
enin
g S
ciss
ors
SE
NS
OR
Y E
QU
IPM
EN
T
LDA
Task
mas
ter
Leftʼ
nʼW
rite
Fid
get P
enci
ls
Hap
py P
uzzl
e C
ompa
nyS
peci
al D
irect
LDA
Yoro
Pen
Spe
cial
Dire
ct
Sci
ssor
s de
sign
ed fo
r ea
sy u
se.
Che
wy
Tube
s
Wei
ghte
d La
p P
ads
Wei
ghte
d W
raps
Win
slow
LDA
LDA
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
187
Further ResourcesR
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
Zed
bug
Tota
lly T
actil
e B
alls
The
rapu
tty
ww
w.ta
skm
aste
ronl
ine.
co.u
k
Lace
Loc
ks
ww
w.w
hist
lingt
orto
ise.
co.u
kN
ottin
gham
Reh
ab(w
ww
.nrs
-uk.
co.u
k)
Gel
Bal
l Han
d E
xerc
iser
ww
w.s
port
save
r.co.
uk
The
rape
utic
put
ty fo
r st
reng
then
ing
the
hand
and
wris
t, as
wel
l as
impr
ovin
g fin
http
://w
ww
.asl
heal
th.s
cot.n
hs.u
k/re
sour
ces/
shee
ts/
putty
- e
xam
ples
of e
xerc
ises
.
Goo
d G
rips
Cut
lery
ww
w.w
hist
lingt
orto
ise.
co.u
kC
olou
r-co
ded
to p
rovi
de v
aria
ble
resi
stan
ceex
erci
ses
for
hand
s, fi
nger
s an
d fo
rear
ms.
GR
OS
S M
OT
OR
EQ
UIP
ME
NT
VIS
UA
L P
ER
CE
PT
ION
Bal
ance
Boa
rds
ww
w.p
hysi
osup
plie
s.co
mD
avie
s S
port
Gym
ball
Wid
ely
avai
labl
e
MIS
CE
LLA
NE
OU
S
Dyc
em R
eel
Coi
ler
Lace
s
Not
tingh
am R
ehab
(ww
w.n
rs-u
k.co
.uk)
ww
w.s
hoel
acep
lace
.co.
uk
Wris
t Res
ts/S
uppo
rt
ww
w.w
hist
lingt
orto
ise.
co.u
k
Incl
usiv
e Te
chno
logy
ww
w.s
peci
aldi
rect
.com
Non
-Slip
mat
ting.
Vis
ual P
erce
ptio
n S
kills
Mar
k an
d K
aty
Hill
LDA
A m
ini-t
rike
for
3-11
yea
r ol
ds.
A p
ack
of 9
ver
y ta
ctile
bal
ls in
thre
e br
ight
colo
urs.
Idea
l for
impr
ovin
g ba
lanc
e, c
ontr
ol a
ndco
-ord
inat
ion.
Co-
Ope
r B
lank
et/B
and
Dav
ies
Spo
rts
Des
igne
d to
allo
w c
hild
ren
to e
xper
ienc
e co
-op
erat
ive
mov
emen
t.
Lace
s th
at d
onʼt
need
to b
e tie
d.
Lace
s th
at d
onʼt
need
to b
e tie
d.
The
bui
lt-up
han
dles
are
mad
e of
sof
t lat
ex-f
ree
mat
eria
l, w
ith fl
exib
le r
ibbi
ng th
at is
com
fort
able
and
adap
ts to
any
grip
.
Sup
port
for
wris
t dur
ing
keyb
oard
use
.
Pho
toco
piab
le a
ctiv
ities
to im
prov
e vi
sual
unde
rsta
ndin
g.
Can
be
used
to d
evel
op b
alan
ce a
nd m
otor
ski
lls.
The
Con
sort
ium
Han
ds a
nd F
eet
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
188
Further Resources (Continued)R
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
One
Fin
ger
and
Two
Fin
ger
Spa
ces
VIS
UA
L P
ER
CE
PT
ION
(C
ontin
ued)
VE
RB
AL
DY
SP
RA
XIA
ww
w.s
peci
aldi
rect
.com
Fun
ora
l act
iviti
es.
Fea
ture
s an
arr
ow fo
r di
rect
iona
lity,
a w
indo
w fo
rtr
acki
ng w
hen
read
ing,
see
-thr
ough
col
our
tohe
ight
en th
e in
tens
ity o
f the
bla
ck le
tters
on
the
whi
te p
aper
, a r
uler
and
it is
tran
spar
ent.
Mot
or S
kills
for
Mou
ths
ww
w.s
peci
aldi
rect
.com
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
189
Handwriting ResourcesR
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
The
Nat
iona
l Han
dwrit
ing
Ass
ocia
tion
Spe
ed U
p!
Whi
ch H
andw
ritin
g S
chem
e?
Lois
Add
y, L
DA
200
4
Mag
netic
Writ
ing
Gel
Boa
rds
TT
S (
0800
318
686)
ww
w.tt
s-sh
oppi
ng.c
omS
peci
al D
irect
Dra
w a
nd W
rite
Touc
h B
oard
Writ
ing
left-
hand
ed...
. writ
e in
, not
left
out.
Pen
Pal
s fo
r H
andw
ritin
g,C
ambr
idge
Uni
vers
ity P
ress
w
ww
.cam
brid
ge.o
rg/u
k/ed
ucat
ion/
prim
ary/
liter
acy/
penp
als/
revi
ews.
htm
Nat
iona
l Han
dwrit
ing
Ass
ocia
tion
Rol
l ʻnʼ
Writ
eN
ES
Arn
old
AS
CO
ww
w.n
ha-h
andw
ritin
g.or
g.uk
Adv
ice
on d
evel
opin
g a
hand
writ
ing
polic
y, o
rre
view
ing
an e
xist
ing
one.
Alp
habe
t Peg
boar
d
ww
w.in
clus
ive.
co.u
k
Trai
ning
and
info
rmat
ion
on te
achi
ng h
andw
ritin
g.
Dev
elop
ing
a H
andw
ritin
g P
olic
yfo
r Yo
ur S
choo
l....
a pr
actic
algu
ide.
A r
esou
rce
for
teac
hing
han
dwrit
ing,
incl
udes
CD
-R
OM
S d
esig
ned
to b
e us
ed w
ith a
n in
tera
ctiv
ew
hite
boar
d.
A k
inae
sthe
tic p
rogr
amm
e to
dev
elop
flue
ntha
ndw
ritin
g.
Allo
ws
prod
uctio
n of
wor
kshe
ets
in m
any
styl
esof
han
dwrit
ing.
The
Nat
iona
l Han
dwrit
ing
Ass
ocia
tion
ISB
N 1
8728
32 2
0 2
The
Nat
iona
l Han
dwrit
ing
Ass
ocia
tion
ISB
N 1
8728
32 2
1 0
Adv
ice
on h
ow to
sup
port
left-
hand
ers
with
thei
rw
ritin
g.H
andw
ritin
g in
the
Sec
onda
ryS
choo
l....
not a
sec
onda
ry s
kill!
The
Han
dwrit
ing
Inte
rest
Gro
up
ISB
N 1
8728
32 8
9 X
Adv
ice
for
deve
lopi
ng h
andw
ritin
g sk
ills
inse
cond
ary
scho
ol.
Det
aile
d in
form
atio
n on
indi
vidu
al s
chem
es,
incl
udin
g a
resu
me
of th
e co
nten
t and
cop
ies
ofso
me
of th
e pa
ges.
Writ
ing
Act
ivity
Car
dsS
peci
al D
irect
Han
diW
riter
(w
rist l
oop)
Task
mas
ter
Han
dWrit
ing
for
Win
dow
s
Join
t Exe
rcis
es fo
r S
ucce
ssfu
lH
andw
ritin
gA
MS
Edu
catio
nal
ISB
N 9
78 1
902
751
61 0
.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
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SuppliersS
UP
PLI
ER
CO
NTA
CT
INFO
RM
AT
ION
Any
thin
g Le
ft-H
ande
d
BIM
ET
he W
olfs
on C
entr
e, R
oyal
Uni
ted
Hos
pita
l, B
ath
BA
1 3N
GTe
l: (0
1225
) 82
4103
F
ax: (
0122
5) 8
2411
1in
fo@
bim
e.or
g.uk
AS
CO
- E
duca
tiona
l Sup
plie
s
Bac
k In
Act
ion
Var
ious
loca
tions
Tel:
020
7930
830
9 (H
ead
offic
e)w
ww
.bac
kina
ctio
n.co
.uk
Brig
ht M
inds
Wel
ls W
ay W
orks
, Wel
ls R
oad,
Rad
stoc
k, B
ath
BA
3 3R
ZTe
l: 08
4441
2224
9
Fax
: 080
0 26
6 78
7w
ww
.brig
htm
inds
.co.
uk
Ham
mon
d W
ay, T
row
brid
ge, W
iltsh
ire B
A14
8R
RTe
l: 08
45 3
30 7
780
Fax
: 084
5 33
0 77
75w
ww
.thec
onso
rtiu
m.c
o.uk
Tel:
0845
872
3272
Fax
: (01
993)
770
653
ww
w.a
nyth
ingl
eft-
hand
ed.c
o.uk
Con
sort
ium
19 L
ockw
ood
Way
, Lee
ds L
S11
5T
HTe
l: (0
113)
270
7070
ww
w.a
scoe
duca
tiona
l.co.
uk
Hyd
e, C
hesh
ire S
K14
4LL
Tel:
0845
120
451
5
Fax
: 080
0 13
8 37
88w
ww
.dav
iess
port
s.co
.uk
Dav
ies
Spo
rts
Gal
t Edu
catio
nal
John
sonb
rook
Roa
d, H
yde,
Che
shire
SK
14 4
QT
Tel:
0845
1203
005
F
ax: 0
8000
5603
14w
ww
.gal
t.edu
catio
nal.c
o.uk
GLS
1 M
ollis
on A
venu
e, E
nfie
ld E
N3
7XQ
Tel:
0845
120
321
3
Fax
: 080
0917
224
6w
ww
.gls
ed.c
o.uk
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Suppliers (Continued)S
UP
PLI
ER
CO
NTA
CT
INFO
RM
AT
ION
Haw
kins
Baz
aar
ww
w.h
awki
n.co
m
Tel:
0844
573
400
0A
ddre
ss v
ario
us (
mos
t con
tact
s on
line
).
Hap
py P
uzzl
eP
O B
ox 5
86, E
lstr
ee, H
erts
. WD
6 3X
YTe
l: 08
70 8
73 8
989
F
ax: 0
870
873
8987
ww
w.h
appy
puzz
le.c
o.uk
Hom
ecra
ft R
olya
nN
unn
Bro
ok R
oad,
Hut
hwai
te, S
utto
n-in
-Ash
field
, Not
tingh
amsh
ire N
G17
2H
UTe
l: 08
444
1243
30
Fax
: 084
48 7
3010
0w
ww
.hom
ecra
ft-ro
lyan
.com
Hyd
e B
uild
ings
, Ash
ton
Roa
d, C
hesh
ire S
K14
4S
HTe
l: 08
451
20 2
0 55
Fax
: 080
0 92
9139
ww
w.h
opee
duca
tion.
co.u
k
Hop
e E
duca
tion
Riv
ersi
de C
ourt
, Hud
ders
field
Roa
d, D
elph
. Old
ham
OL3
5F
Tele
phon
e: (
0145
7) 8
1979
0
Fax
: (01
457)
819
799
ww
w.in
clus
ive.
co.u
k
Incl
usiv
e Te
chno
logy
LDA
Pin
tail
Clo
se, V
icto
ria B
usin
ess
Par
k, N
ottin
gham
NG
4 2S
GTe
l: 08
45 1
20 4
776
F
ax: 0
800
7838
648
ww
w.ld
alea
rnin
g.co
m
5 C
harle
s S
tree
t, W
orce
ster
WR
1 2A
QTe
l: (0
1905
) 25
798
F
ax: (
0190
5) 2
5798
ww
w.le
ftsho
ponl
ine.
co.u
k
Left
ʻnʼ W
rite
Hyd
e B
uild
ings
, Ash
ton
Roa
d, H
yde,
Che
shire
SK
14 4
SH
Tel:
0845
1204
525
F
ax: 0
8003
28 0
001
ww
w.n
esar
nold
.co.
uk
NE
S A
rnol
d
Not
tingh
am R
ehab
Tel:
0845
120
4522
ww
w.n
rs-u
k.co
.uk
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
192
Suppliers (Continued)S
UP
PLI
ER
CO
NTA
CT
INFO
RM
AT
ION
Phy
sio
Sup
plie
sw
ww
.Phy
sios
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Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
193
Glossary
Asymmetrical
Ataxia
When one side of the body differs from the other side.
Atrophy Wasting of muscles or nerve cells.
A specialist service for families with children/youngpeople who have a significant level of concernregarding their emotional health and well-being.
A strategy to promote positive relationshipsbetween children/young people. Buddies aretrained to listen to classmates and taught ways ofdealing with other pupilsʼ problems.
Child and Adolescent Mental HealthService (CAMHS)
A technique used for learning skills. The skill ortask is broken down into small component partsand learnt or practised by starting with the last partin the sequence and gradually working backwards,as each part is fully established.
Common Assessment Framework(CAF)
Congenital Existing at or before birth.
Dynamic Balance The ability to maintain balance as we are moving.
Movements are jerky, unsteady walking with awide base, imperfect balance and at times anintention tremor.
Backward Chaining
Buddy Scheme
The Common Assessment Framework (CAF) is akey part of delivering frontline services that areintegrated and focused around the needs of childrenand young people. The CAF is a standardisedapproach to conducting an assessment of achild/young person's additional needs and decidinghow those needs should be met.
Contracture Permanently tight muscles and joints.
Extension The process of straightening or stretching thebody or a limb.A term used to describe the general skills neededto ensure the two eyes work together whenviewing a target. These skills includeconvergence, focus and eye-tracking as well asthe perceptual skills to control these processes.
Eye teaming
Bending or pulling in a part of the body or a limb.Flexion
Hypertonia High muscle tone which may lead to muscletightness.Low muscle tone which may lead to musclesbeing floppy.
Hypotonia
ICT Information Communication and Technology
Bilateral Integration The ability to use two sides of the body together ina co-ordinated manner.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
194
Glossary (Continued)
Kinaesthesia This combines proprioception and tactilestimulation to give the brain information about themovement of body parts.
Occupational Therapy
Closest to the body.
Physiotherapists help and treat people of all ageswith physical problems caused by illness, accidentor ageing. Physiotherapists identify and maximisemovement potential through health promotion,preventive healthcare, treatment andrehabilitation.
Proximal
The primary goal of occupational therapy is toenable people to participate in the activities ofeveryday life. Occupational therapists generally dothis by modifying the environment, or by adaptingthe activity to better support participation.
Splinter Skills
Static Balance The ability to maintain balance while standing.
Physiotherapy
An isolated skill that is mastered with effort andcan then not be generalised for other purposes.
Task Analysis A method of identifying the stages andcomponents required in order to complete a task.
Tone The normal tensions of the muscles at rest.
Motor Planning The ability of the brain to conceive of, organiseand carry out a sequence of unfamiliar or unskilledmotor actions.
Proprioception The ability to know where body parts are in spacewithout looking. Proprioceptors (sense organs) arefound in muscles, joints and tendons.
Sensory Integration A process that describes the ability to organisesensory information for use in or by the body.
Symmetrical When both sides of the body are the same.
Saccade Rapid movement of both eyes such as whenscanning a line of print.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
195
Further ReadingR
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
Chi
ldre
n w
ith D
evel
opm
enta
lC
o-or
dina
tion
Dis
orde
r at
Hom
ean
d in
the
Cla
ssro
om.
Incl
usio
n fo
r C
hild
ren
with
Dys
prax
ia/D
CD
- A
Han
dboo
k fo
rTe
ache
rs.
Kat
e R
iple
y (2
001)
.
Sup
port
ing
child
ren
with
mod
erat
ele
arni
ng d
iffic
ultie
s in
mai
nstr
eam
setti
ngs
and
scho
ols.
Occ
upat
iona
l The
rapy
App
roac
hes
for
Sec
onda
ry S
peci
al N
eeds
-P
ract
ical
Cla
ssro
om S
trat
egie
s.
Jill
Jenk
inso
n, T
essa
Hyd
e an
d S
affia
Ahm
ad (
2002
).
Mot
or S
kills
Uni
ted
ww
w.s
peci
aldi
rect
.com
ww
w.y
outh
trus
t.org
/incl
usio
n
Che
ryl M
issi
una,
Can
Chi
ld C
entr
e fo
rC
hild
hood
Dis
abili
ty R
esea
rch
ww
w.c
anch
ild.c
a
Hig
h Q
ualit
y P
E fo
r P
upils
with
Aut
ism
.
Thi
s 12
pag
e bo
okle
t can
be
dow
nloa
ded
for
free
from
ww
w.fh
s.m
cmas
ter.c
a/ca
nchi
ld
At-
a-gl
ance
gui
danc
e an
d pr
actic
al s
trat
egie
s fo
rS
EN
CO
s, te
ache
rs a
nd T
A, e
asy
to ʻd
ip in
toʼ w
ithad
vice
acr
oss
all a
reas
.
A M
otor
Ski
lls P
rogr
amm
e cr
eate
d by
Sto
ckpo
rtC
ount
y C
ounc
il Le
arni
ng S
uppo
rt S
ervi
ce.
Eas
y to
use
idea
s fo
r bu
sy te
ache
rs.
NY
CC
( 2
007)
Esp
ecia
lly p
27 r
e un
der-
deve
lope
d co
-ord
inat
ion
skill
s.
Sup
port
ing
Chi
ldre
n w
ithC
o-or
dina
tion
Diff
icul
ties,
Hul
lLe
arni
ng S
ervi
ces.
Dav
id F
ulto
n P
ublis
hers
(20
05)
ww
w.fu
ltonp
ublis
hers
.co.
uk
It is
hig
hly
reco
mm
ende
d th
at th
is b
ook
ispu
rcha
sed
by s
econ
dary
sch
ool s
peci
al n
eeds
depa
rtm
ents
as
a re
sour
ce. T
he b
ook
cont
inue
sw
ith a
sec
tion
that
giv
es s
peci
fic e
xam
ples
of
how
a y
oung
per
son
may
pre
sent
with
in th
ecl
assr
oom
and
pro
vide
s ad
vice
on
how
tom
anag
e si
tuat
ions
with
diff
eren
t str
ateg
ies.
Sta
fford
shire
Cou
nty
Cou
ncil
The
Jun
gle
Jour
ney
DE
MS
pro
gram
me
(Dev
elop
men
t of E
arly
Mot
orS
kills
)D
o an
d D
isco
ver
Brid
gend
Cou
nty
Bor
ough
Cou
ncil
Gro
ss a
nd F
ine
Mot
or S
kills
Act
iviti
es.
Fun
act
iviti
es to
dev
elop
phy
sica
l ski
lls in
the
early
yea
rs.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
196
Further Reading (Continued)R
ES
OU
RC
ES
UP
PLI
ER
INFO
RM
AT
ION
Ear
ly Y
ears
Mov
emen
t Ski
lls –
Des
crip
tion,
Dia
gnos
is a
ndIn
terv
entio
n.
Und
erst
andi
ng M
otor
Ski
lls in
Chi
ldre
n W
ith D
yspr
axia
, AD
HD
,A
utis
m A
nd O
ther
Lea
rnin
gD
isab
ilitie
s.
L. K
urtz
.
Dev
elop
ing
Sch
ool P
rovi
sion
for
Chi
ldre
n w
ith D
yspr
axia
- A
Pra
ctic
al G
uide
.
Occ
upat
iona
l The
rapy
App
roac
hes
for
Sec
onda
ry S
peci
al N
eeds
-P
ract
ical
Cla
ssro
om S
trat
egie
s.
Jill
Jenk
inso
n, T
essa
Hyd
e an
d S
affia
Ahm
ad (
2002
).
100
idea
s fo
r su
ppor
ting
pupi
lsw
ith D
yspr
axia
and
DC
D.
Am
anda
Kirb
y an
d Ly
nne
Pet
ers.
Dr A
man
da K
irby.
Mar
y C
ham
bers
and
Dav
id S
ugde
n.
Dys
prax
ia D
evel
opm
enta
lC
o-or
dina
tion
Dis
orde
r.
For
sup
port
of c
hild
ren
(with
mot
or d
iffic
ultie
s) u
pto
age
of 7
- in
clud
es E
arly
Yea
rs M
ovem
ent
Ski
lls c
heck
list.
At-
a-gl
ance
gui
danc
e an
d pr
actic
al s
trat
egie
s fo
rS
EN
CO
s, te
ache
rs a
nd T
A, e
asy
to ʻd
ip in
toʼ w
ithad
vice
acr
oss
all a
reas
.
Idea
s fo
r al
l age
s.
A p
aren
t/car
erʼs
gui
de.
Edi
ted
by N
icho
la J
ones
Com
preh
ensi
ve in
form
atio
n on
pro
visi
on fo
rpu
pils
.
Sta
rt W
rite,
Sta
y W
rite
A. H
arris
and
J. T
aylo
r.
Mau
reen
Boo
n.H
elpi
ng C
hild
ren
with
Dys
prax
ia.
Mak
ing
Incl
usio
n W
ork
For
Chi
ldre
n w
ith D
yspr
axia
.G
ill D
ixon
and
Loi
s A
ddy.
A p
aren
t/car
erʼs
gui
de.
Pro
vide
s pr
actic
al s
trat
egie
s fo
r sc
hool
s an
dpr
omot
es ʻj
oint
ʼ wor
king
bet
wee
n pr
ofes
sion
als
and
pare
nt/c
arer
s.
The
ado
lesc
ent w
ithde
velo
pmen
tal c
o-or
dina
tion
diso
rder
(D
CD
).
Am
anda
Kirb
y.P
ract
ical
gui
de to
sup
port
ado
lesc
ents
with
DC
Ddi
fficu
lties
.
Bui
ldin
g B
lock
s fo
r Le
arni
ngO
ccup
atio
nal T
hera
pyA
ppro
ache
s.
Jill
Jenk
inso
n, T
essa
Hyd
e an
d S
affia
Ahm
ad.
Pra
ctic
al r
esou
rce
for
the
Prim
ary
Sch
ool.
A g
uide
to im
prov
ing
co-o
rdin
atio
n.
Supporting Children and Young People with Co-ordination Difficulties
Presence Participation Achievement
197
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WILSON STUART OUTREACH www.wilsonstuart.co.uk