The ability to produce fluent, legible handwriting with ease is something that affects attainment in most areas of the curriculum, yet many children continue to struggle with this vital skill. Based on holistic principles, this programme offers a different approach, developing the muscles of the hand - so that children gain the necessary control to produce letter forms - alongside the perceptual skills required to orientate and organize letter and words. The programme is effective for mainstream children aged 4-6 years, children with developmental co-ordination disorders and older children with mild to moderate learning difficulties. Over 400 carefuly graded exercises and activities develop hand-eye co-ordination, form constancy, spatial organization, figure-ground discrimination, orientation and laterality. The package consists of two pupil workbooks and a teacher's handbook.

An invaluable resource for teachers, teaching assistants and therapists. This practical book offers a wealth of ideas and strategies to support children with dyspraxia, which is difficulty in controlling voluntary movements of the vocal chords, resulting in an inability to control sequences of sounds or gestures. With over twenty years experience, Lois Addy emphasises the importance of understanding dyspraxia in order to provide effective support for children with co-ordination and perceptual difficulties. The book includes: what to look out for to recognise children with dyspraxia; useful checklists for identification; details on the needs and difficulties faced by children with dyspraxia; ideas for support across the curriculum, in particular the areas of; handwriting, numeracy, PE, reading, social skills and communication frequently asked questions about dyspraxia - and the answers! Lois Addy is a paediatric occupational therapist and has over twenty years experience of working with children with dyspraxia. She currently works at York St John College, University of Leeds as a senior lecturer in professional health studies.

Drawing on their considerable experiences of the syndrome, as well as current research findings, the authors help teachers and other education professionals to better understand the needs of a dyspraxic child. Through practical strategies, they show how teachers can make all the difference to a child's ability to succeed in the classroom, and case studies show how parents, teachers and therapists can work together to facilitate learning. Whilst providing a unique insight and approach to the complex condition of dyspraxia, this lively, informative text also examines specific cases and scenarios, considering the perspectives of teachers and parents. It handles a range of crucial topics such as: * issues surrounding diagnosis * the developmental differences and characteristics of dyspraxia * conventional and alternative intervention strategies * an exploration of the pressure of families * ways of improving home/school liaison. Teachers, SENCOs and other educational professionals will find this book provides a wealth of essential information and guidance, whilst parents will also find much to support them in the daily care and welfare of their child.

The development of handwriting is an important activity in the school curriculum. The message that literacy is a primary skill is one that is learned from a very young age. However, the process of handwriting involves the complicated co-ordination of motor, perceptual and cognitive skills which do not always develop spontaneously, but require considerable explanation, demonstration, experimentation and practice. Many children struggle with this area of their education with a negative effect on their confidence and academic attainment. This book, an addition to LDA's bestselling How To...range, examines the facets of handwriting in detail and explains why difficulties may occur. It provides strategies to help. This accessible and practical book covers the following areas: How to identify handwriting difficulties; Ergonomic aspects of handwriting; Importance of posture and grip; Writing tools/media; Perceptual-motor approach to handwriting; Kinaesthetic approach to handwriting; Task-specific approach to handwriting; Cognitive-behavioural approach to handwriting; When to use a keyboard; Case studies with targeted intervention plans.The accompanying CD includes tried-and-tested photocopiable activities and resources to help guide practitioners' work.

The structure of secondary education demands that young people are well-organised, self-sufficient, increasingly autonomous learners, who can cope with a wide range of teachers and a diverse timetable based around multiple locations and buildings. However, a substantial number of young people have motor co-ordination and perceptual difficulties which affect their participation in class activities. This condition was previously termed 'dyspraxia' but is now more universally referred to as 'developmental coordination disorder' or DCD. This book will provide readers with an insight into how DCD can affect students at Key Stages 3 and 4, and provide some practical strategies to help each young person to reach their potential. It is also intended to help parents/carers of young people with DCD to understand the potential help available to their child as they transition into secondary education. MORE ABOUT THE BOOK: For pupils with DCD, poor handwriting, erratic organisation, and difficulties with reading, mathematics and physical education may have been noted at primary school with their associated detrimental effect on academic success, peer relationships, social skills and self-confidence. However, these issues are felt more keenly in secondary school due to the desire to 'fit-in' and be accepted by a potentially large and often unforgiving peer group. This book is intended to inspire teachers and health care professionals to: understand the unique needs of young people with DCD; understand why young people with DCD have difficulties in perceptual and motor planning; appreciate the impact of DCD on learning; consider the added influence of peer-pressure and puberty on DCD; provide practical strategies to help; consider post-16 and vocational training. It is also intended to help parents/carers of young people with DCD to understand the potential help available to their child as they transition into secondary education.

This book gives the reader a unique insight and approach to the complex condition of dyspraxia. Drawing on considerable experience of the syndrome, as well as current research findings, the authors help teachers and other education professionals to genuinely understand the needs of a dyspraxic child. Through the implementation of practical strategies, they show how teachers can make all the difference to a child's ability to succeed in the classroom, and demonstrate through case studies how parents, teachers and therapists can work together to facilitate learning. Whilst providing a comprehensive overview of dyspraxia, this lively, informative text also examines specific cases and scenarios, considering the perspective of teachers and parents and those surrounding the child. It handles a range of crucial topics such as: issues surrounding diagnosis; the developmental differences and characteristics of dyspraxia; conventional and alternative intervention strategies; an exploration of the pressure of families; ways of improving home/school liaison; Teachers, SENCos and other educational professionals will find this book provides a wealth of essential information and guidance whilst p