Module 14 – Learning Difficulties: Dyspraxia
Duration: Approx 60 minutes
Student Aims
· To understand what dyspraxia is and how it affects an individual
· To know how dyspraxia is diagnosed
· To identify the signs and symptoms of the condition
· To understand how the condition affects an individual’s brain
· To be able to identify the skills that are affected by dyspraxia
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14.1 Introduction
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Common everyday abilities include walking, writing and participating in physical activities.
However, many of us take these abilities for granted. For some people, balancing as they walk or writing in a fluent script is an everyday struggle.
Some people also have difficulty with spatial awareness, which can affect their ability to perceive the position and movement of their own body in relation to the surrounding space, objects, and other people.
These are all indicators of dyspraxia.
In this module, we discuss the different aspects of dyspraxia, the method of diagnosis, and how assistive technology can help people with this learning difficulty.
14.2 What is Dyspraxia?
Dyspraxia, also known as developmental co-ordination disorder (DCD) is a neurological condition that affects both perception and muscle coordination.
”Although the exact causes of dyspraxia are unknown, it is thought to be caused by a disruption in the way messages from the brain are transmitted to the body. This affects a person’s ability to perform movements in a smooth, coordinated way (Dyspraxia Foundation).
Several risk factors have been identified that can increase the likelihood of a child developing dyspraxia. These risk factors include being born prematurely (before the 37th week of pregnancy), having a low birth weight, having a family history of DCD (although the exact genes involved are unclear), and exposure to alcohol or illegal drugs while in the womb.
Dyspraxia affects a person’s perception of the physical world: so, this means that it can affect one’s hearing, vision, and proprioception (the awareness of where one’s body and limbs are in space). An individual with dyspraxia may have difficulties in some areas but could have more sensitivity or abilities that are heightened in others.
Dyspraxia can often co-exist with other conditions such as autism, dyslexia and ADHD, so early diagnosis is important in order to begin intervention as soon as possible.
Many people refer to this neurological condition as dyspraxia, but, often, healthcare professionals use the term developmental coordination disorder (DCD) or, occasionally, specific developmental disorder of motor function (SDDMF).
Fact
Dyspraxia/DCD affects around 5% of school-aged children. Around 2% of children are more severely affected.
Source: ambitiousaboutautism.org.uk
The condition is thought to be 3 or 4 times more common in boys than girls (NHS). There is no way to predict whether a child will be born with it, and a diagnosis is not likely to occur until a child is at least 5 years old.
14.3 How Dyspraxia Is Diagnosed
Dyspraxia is generally diagnosed by a paediatrician, referred via a GP, a health visitor or a school’s SENCO.
The paediatrician, often in collaboration with an occupational therapist, will record a social and medical history of the child to begin the process, and any other physical or medical health needs must be ruled out first. They will then use a set of standardised tests called the Motor Assessment Battery for Children (Motor ABC), or Movement ABC, that will test the child’s gross motor skills and fine motor skills.
Gross motor skills concern the application of large muscles to perform body movements, such as the child’s ability to jump, balance and move around. Fine motor skills refer to the use of small muscles to execute precise and coordinated movements, such as the child’s ability to place pegs in holes and draw.
The results of these findings will then lead to a diagnostic report, which will guide the OT’s recommendations for adjustments to the child’s environment to ensure that they have the appropriate support at school and at home.
The OT can also recommend a daily routine and suggest steps or stages to help the child become as independent as possible.
If an adult thinks they may have dyspraxia, they should see their GP in the first instance. The GP will then refer the individual if required.
Fact
Research suggests that 52% of children with dyslexia also have features of dyspraxia
Source: ambitiousaboutautism.org.uk
14.4 Signs and Symptoms of Dyspraxia
Dyspraxia can cause a wide range of problems, including:
· Difficulty with fine motor skills, such as holding a pencil, buttoning clothes, or tying shoelaces.
· Difficulty with gross motor skills, such as running, jumping, or catching a ball.
· Clumsiness, such as frequently dropping things or bumping into objects.
· Poor posture and balance.
· Difficulty with planning and organising movements.
· Difficulty with spatial awareness and sense of direction.
· Difficulty with social skills and making friends.
· Difficulty with language and communication, including problems with speech, grammar, and vocabulary.
· Sensory processing difficulties, such as being overly sensitive to light, sound, touch, or taste.
· Attention and concentration difficulties.
If you suspect that a child has dyspraxia, it is important to involve the school SENCO and the parents, to ensure the child is seen by the GP for further investigation.
14.5 How Dyspraxia Affects the Brain
The brain is divided into two parts – left and right – also known as the left and right cerebral hemispheres.
They are connected by a bundle of nerve fibres and work together to control many of our thoughts, emotions, and behaviours. However, each hemisphere has specific functions that are associated with it.
The left hemisphere is often associated with logical and analytical thinking, language processing, and problem-solving. It is responsible for processing information sequentially and is involved in tasks such as maths, language and reasoning.
The right hemisphere is often associated with creative and intuitive thinking, spatial awareness, and visual imagery. It is responsible for processing information holistically and is involved in tasks such as art, music and spatial reasoning.
While the left and right hemispheres have different functions, they work together to control complex behaviours, such as communication, decision-making, and social interactions.
A person with dyspraxia does not have each half of the brain connected in a common way, nor does each side of the brain work harmoniously with the other. Aspects of the brain may not develop at the same pace or same magnitude, which could cause difficulties in meeting early milestones.
Often children with dyspraxia may not crawl, instead, going straight from bottom shuffling to walking. This is a key developmental milestone which is responsible for firing important neurons in the brain that lead to the development of certain neural pathways.
A lack of clear laterality can be responsible for symptoms such as a delayed preference for a dominant hand. Usually, a person displays a preference for a writing hand depending on which side of the brain develops more quickly, whereas a person with dyspraxia may show an indifference to hand dominance, which delays the development of writing skills.
A child’s speech and/or drawing may be immature, and dyspraxia can cause delayed language and speech as well as difficulties with perception and thought.
It should be emphasised that, as with dyslexia, dyspraxia is not related to intelligence.
14.6 The Different Types of Dyspraxia
Dyspraxia is typically classified into different types based on the specific types of difficulties that a person experiences.
The different types of dyspraxia are:
· Ideational dyspraxia: difficulty with planning and coordinating complex movements, such as those required for playing sports or performing dance routines.
· Ideomotor dyspraxia: difficulty with executing motor tasks, such as writing, typing, or buttoning a shirt.
· Oromotor dyspraxia (also known as verbal dyspraxia): difficulty with movements involving the mouth and tongue, such as speech, eating, and drinking.
· Constructional dyspraxia: difficulty with tasks that require spatial awareness and visuospatial skills, such as drawing, building with blocks, or assembling puzzles.
It’s important to note that these types are not mutually exclusive, and individuals with dyspraxia may experience difficulties across multiple areas of movement and coordination, and the difficulties can vary in severity.
Understanding each of these types of dyspraxia will enable you to better adjust and provide an inclusive classroom and teaching environment for students.
14.7 Skills Affected by Dyspraxia
Dyspraxia can affect one’s ability to carry out the complex skills needed to function in the modern world.
These skills are required to participate as a student, an employee, and as a social counterpart.
The following are general skills that will be affected by dyspraxia.
Communication
A person with dyspraxia can find different aspects of speech difficult. Expressing ideas and pronouncing words can be challenging because the muscles in the mouth may not connect to the brain as efficiently as necessary. Adjusting the volume and pitch of the voice can also be difficult.
Verbal dyspraxia and handwriting problems can also affect one’s ability to communicate. Many people with dyspraxia can choose to type rather than write by hand. Some people do, however, also find it difficult to use a keyboard.
Generally, these communication difficulties can affect an individual’s ability to make friends and participate in social settings. A child with dyspraxia may be very disorganised and messy or have poor hygiene. They may not be able to talk about things in a clear way, and peers (especially at a younger age) may not be able to understand the individual.
Whilst a child with dyspraxia may be just as able as their peers, their difficulty organising thoughts both on paper and verbally will mean that they may not be seen as bright.
Emotional and Behavioural Skills
From childhood to young adulthood, a person with dyspraxia may seem immature compared to their peers. Becoming easily overwhelmed is a common situation, especially within group settings. When socialising with others, people with dyspraxia can sometimes become anxious, which often intensifies as they get older. Difficulties with other areas of their life can affect their self-esteem.
Understanding dyspraxia and inclusion (in the form of reasonable adjustments) both at school, in the workplace and in society as a whole is the best way to support people with dyspraxia.
Academics
Academic skills can be affected for a person with dyspraxia. For example, all academic situations requiring writing (notetaking, tests or exams, etc.) can be a challenge because the student may not be able to perform legible writing skills in a timely manner according to the situation.
Speech difficulties can also interfere with the participation in certain academic assessments, such as public speaking activities or asking questions in a lesson in a group setting. Thankfully, Dictaphones and assistive technology can help.
The challenging setting of academics for people with dyspraxia can equally affect their self-esteem. Students who have the capability to do well in school should be supported in any way possible, in order to ensure that they reach their highest potential. It is no longer the case that students have to take handwritten notes. Nowadays, lecture notes are available online and students are given extra time to process information and complete coursework and exams.
General Life Skills
General life skills can be affected – to varying degrees – by dyspraxia. The condition can limit the ability and speed of a person to conduct daily tasks necessary for independence. These everyday task difficulties can vary depending on age: a child with dyspraxia may struggle with things like buttoning shirts or tying shoe laces; a teenager or young adult may struggle with learning how to drive a car or to cook.
14.8 Assistive Technology in the Classroom
Assistive technology refers to technological tools that can assist your students with dyspraxia.
This type of technology is appropriate for, and can be easily integrated into, your classroom in a way that can help a student with dyspraxia keep pace with the rest of your students and your curriculum.
The following are some of the tools that can be used to help students with dyspraxia.
Speech-to-text software
This technology can be a valuable tool for children with dyspraxia, allowing them to dictate their writing, rather than having to physically write it themselves. It can also help to improve the child’s self-esteem, as they can see their ideas transformed into written text without the physical struggle of handwriting.
Voice recognition software
This software can help children with dyspraxia to control their computer or other devices using their voice, rather than having to use a mouse or keyboard. This means that they can become more independent in their learning and daily activities, allowing them to complete tasks more efficiently and with less frustration.
Timers
Timers can be a helpful tool for children with dyspraxia, as they can help to improve time management skills, promote task completion, and reduce frustration.
Timers can be used to break down a task into smaller steps with a set time limit for each step. This can help children to focus on one task at a time and break down larger, more complex tasks into more manageable steps.
Sensory apps
Some individuals with dyspraxia may have sensory processing difficulties. There are a variety of apps available that can help with this, such as noise-cancelling headphones or apps that provide calming sounds.
Graphic organisers
These tools help individuals with dyspraxia to organise their thoughts and ideas in a visual way. They can be used for tasks such as planning a project or outlining an essay.
Mind mapping software
This is another visual tool that can help with organisation and planning. It allows a person to create a visual representation of their ideas, which can be helpful for assignments and problem-solving.
As previously discussed, every child with dyspraxia is unique, and what works for one child may not work for another. Teachers and other school professionals can work with parents and healthcare providers to identify the most effective technological tools for each individual child. Additionally, accommodations and modifications to the classroom environment, teaching strategies, and materials may also be necessary to help children with dyspraxia succeed in school.
Assignment
Learning Difficulties: Dyspraxia
Time: 30+ minutes
Now that you have studied this module on the learning difficulty of dyspraxia, make your way through this worksheet to see how well you have understood the information.
Download the worksheet below and complete.
Download Worksheet
Conclusion
Dyspraxia (DCD) is a condition that affects the motor skills of an individual, from speaking to moving. It is a condition that can be accompanied by other learning difficulties, all of which can be accommodated in a classroom.
In this module, you were introduced to the definition of dyspraxia, and you now know the areas of life that can be affected.
You understand how the condition is diagnosed and can identify some of the signs and symptoms of dyspraxia, how dyspraxia affects an individual’s brain, and the different types of dyspraxia.
You can recognise the skills affected by a person with dyspraxia and know the types of assistive technology that can accommodate a student, to succeed in an academic setting.
In Module 15, we discuss ADHD.
WELL DONE!
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