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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
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