AEN Information Sheet Four: Specific Learning Difficulties Dyspraxia
What are specific learning difficulties?
A specific learning difficulty is neurologically based and causes problems
with managing verbal codes in memory. This hinders the learning of literacy skills, and can affect other
symbolic systems such as musical notation and mathematics.
(Dyslexia Institute 1999)
Specific learning difficulties (SpLD) include dyslexia, dyscalculia
and dyspraxia. One key indicator of SpLD is the disparity between a child’s chronological age and their
reading age; i.e. a reading age of two years or more below their chronological age, and in relation
to their average, or above average ability.
What is dyspraxia?
Children who are dyspraxic are clumsy, uncoordinated, and experience
organisational difficulties. More boys than girls are dyspraxic.
Children with dyspraxia
- have writing that is slow, poorly sized, untidy, off-the-line
- have poor hand-eye coordination
- have difficulty using scissors, cutting-out, tracing shapes, drawing a straight line
- have poor balance and posture
- have poor listening skills
- have poor memory retention
- have short concentration span
- have difficulty putting puzzles together
- have poor concept of shapes
- have weak sequencing skills
- confuse left and right
- have difficulty following instructions and understanding positional language
- have immature, silly behaviour as a result of frustration in learning.
Strategies
to support dyspraxic pupils’ learning
- Break down tasks and instructions into smaller parts.
- Pair a dyspraxic pupil with a more coordinated supportive peer in practical activities.
- Use pictures, symbols, modelling and demonstration.
- Repeat instructions.
- Write homework down for the pupil.
- Praise effort and attainment, however small.
- Provide additional time during practical tasks.
- Cut out shapes for pupils beforehand.
- Encourage the pupil to self-correct their own work or behaviour.
- Use colour coding for left and right.