Writing

Poorly formed letters & illegibility

Explanation

• Hasn’t developed memory for movements needed to form letters
• Difficulty manipulating pen
• Difficulty moving arm across page
• Difficulty controlling force/extent of movements so letters are unevenly sized
• Paper moves when writing

Strategies to support

• Consider alternatives to writing – word processors, Dictaphones, scribe
• Teach touch typing
• Allow them to use the pen that works best for them and look at the texture of the paper used
• Don’t sit too close to peers
• Provide non slip mat

Poor organisation of work/diagrams

Explanation

• Poor visual motor integration
• Poor spatial relationships

Strategies to support

• Prepare diagrams for individual to label
• Allow them to use templates

Writing deteriorates over short period

Explanation

• Low postural tone
• Poor shoulder stability
• Excessive grip strength or pen pressure
• Uses whole arm movements

Strategies to support

• Encourage them to self-monitor sitting position
• Provide a sloping desk/file to lean on
• Work with them on shoulder strength activities, possibly with PE tutor
• Consider alternatives to writing

Doesn’t write enough in lessons

Explanation

• As above
• Distractible – produces much better work at home than in class
• Difficulty combining thoughts with physical aspect of writing
• Hasn’t understood the task

Strategies to support

• Position them away from busy thoroughfares
• Allow them extra time to complete work, with motor breaks when needed (don’t keep in at break time)
• Provide part-prepared handouts or photocopied sheets to reduce unnecessary writing
• Provide lists of key concepts or vocab spellings
• Check they know what to do

Difficulty copying from the board

Explanation

• As above
• Difficulty coordinating eye tracking and head movements
• Perceptual difficulties – “sees” diagrams differently if looking at them from the side
• Difficulty locating work to be copied

Strategies to support

• Provide handouts
• Try a book rest for text books/handouts
• Ensure they are facing the board
• Write instructions on the board – use different colours for each line, or to indicate instructions for different students

Poor organisation of ideas

Explanation

• Extra concentration required for the physical writing process means they lose threads of arguments/story

Strategies to support

• Blank pages can be threatening
• Provide templates with headings to help them work through an activity
• Teach mind-maps, spider diagrams, lists

Social skills

Doesn’t seem to have many friends

Explanation

• Difficulty picking up non-verbal cues so appears tactless to peers
• Dislikes being touched
• Poor personal hygiene
• Communication difficulties
• Difficulties understanding humour and sarcasm
• Have unusual interests & sometimes use mature language

Strategies to support

• Social skills training
• Sensitively raise self-awareness of personal hygiene issues
• Raise awareness among staff and students about dyspraxia & other learning differences
• Celebrate individuality
• Share examples of good communication
• Encourage them to participate in lunch activities that match their interests, such as chess or drum lessons

Difficulty working in groups

Explanation

• Difficulty listening & focusing on individual voices
• Sensitivity to noise, light, temperature
• Short attention span
• Tendency to opt out when things are too difficult

Strategies to support

• Place within smaller groups
• Allow the group to work in a quieter environment
• Allow them to move around while working
• Support the group
• Provide positive feedback to them

Difficulty adapting to new situations

Explanation

• Stress increases emotional responses, such as fears, emotional outbursts, obsessions
• They are slow to pick up social cues or unwritten rules of a group/teacher

Strategies to support

• Allow them time to settle
• Don’t ask them to do something that is challenging too early
• Clarify rules and expectations, using unambiguous language
• Provide written reminders of routines etc.
• Recognise different learning styles and respond to these
• Provide a buddy or mentor to help during periods of change

Immature behaviour

Explanation

• When stressed, they can be over-emotional
• They may find it easier to relate to younger children

Strategies to support

• Be sensitive and anticipate stressful situations
• Encourage small group activities with peers who have a common interest
• Offer relaxation groups and training

Organisation

Struggles with timetable, is late for lessons and misses special appointments

Explanation

• Struggles to recall the time of day so is unaware of what should happen next * Can’t tell the time
• Is easily distracted
• Can’t retain verbal instructions
• Difficulty navigating busy corridors, or gets lost easily

Strategies to support

• Provide a mini laminated timetable
• Use colour and symbols on the timetable
• Encourage them to wear a watch they can read with an alarm set just before the end of break/lunch
• Write down instructions if plans change from the norm (and make sure the special instructions are removed the next day so they aren’t carried out again!)
• Provide a pass so the person can go to lunch on the bell
• Allow them to leave lessons early
• Provide a buddy to help get around school
• Encourage use of a mini tape recorder or recording pen for short messages about routine changes
• Use coloured post-it notes put into planner for special messages
• Develop a “daily procedures” book to reinforce routines

Doesn’t have equipment needed for lessons

Explanation

• Is disorganised
• Loses equipment
• Wants to avoid participating in certain lessons

Strategies to support

• Encourage them to make an equipment timetable to list what is needed each day for school
• Allow time for them to pack their equipment away safely at the end of the lesson
• Provide a locker for them to keep their PE kit/instruments in, or to hold equipment that they usually carry around
• Keep a spare set of equipment at school

Work space is disorganised

Explanation

• Needs to get all equipment out to remind them to do all parts of the task
• Worries that won’t be able to find something in their bag quickly if needed
• Isn’t aware that too much equipment is out

Strategies to support

• Encourage them to use a clear pencil case so everything can be seen
• Encourage them to get out only necessary equipment onto the desk

Loses work

Explanation

• Rushes to leave at the end of lessons & leaves stuff behind
• Poor filing skills

Strategies to support

• Allow to pack up a bit early
• Encourage use of colour-coded plastic wallets or a concertina file to hold loose papers
• Teach them how to file papers.

Physical Education

Slow to change for PE

Explanation

• Has physical difficulty managing clothes, fastenings, tight socks etc.
• Can’t tie laces tight enough
• Has difficulty concentrating in a crowded changing room
• Wants to avoid the lesson

Strategies to support

• Allow them to start getting ready before the other students
• Find a quieter area of the changing room for them to use
• Check laces are tied correctly before starting lesson

Forgets kit

Explanation

• Avoidance
• Poor memory and organisation

Strategies to support

• Provide a locker for PE kit within the PE area
• Be aware of lack of confidence and provide opportunities for them to succeed

Slow to follow instructions

Explanation

• Poor auditory processing – may have only just processed one instruction while the next has already been given
• Poor motor planning skills

Strategies to support

• Don’t ask them to go first as they will often pick up cues from the others about what to do
• Pair them up with someone who is sensitive and knows what they are doing
• Use hand-over-hand methods to demonstrate how to handle equipment, or ask a sensitive peer to help demonstrate/guide

Can’t manage team games

Explanation

• Difficulty judging speed and distance
• Difficulty making quick alterations to own body position
• Difficulty adjusting position of body in response to changes in environment
• Poor spatial awareness
• Lacks ball skills
• Poor understanding of rules and strategies

Strategies to support

• Look for alternative physical activities, particularly individual sports such as golf, running, ice skating, climbing, cycling, yoga, dancing and martial arts

Movements appear awkward & effortful

Explanation

• Tendency to “lock” joints so can’t stabilise some joints while moving others purposefully
• Random contraction/relaxation of muscles so seems to be constantly moving
• Poor control of force/extent of movements

Strategies to support

• Don’t draw attention to awkwardness of movements
• Break down activities into component parts and teach these separately
• Be aware that they take longer to reach increasing skill levels compared to other children

Tires quickly

Explanation

• Low muscle tone affects stamina, balance and ability to hold positions against gravity

Strategies to support

• Offer graded motor activities that gradually increase stamina over time, e.g. number of lengths swum
• Be aware that performance will deteriorate during the lesson

Personal presentation

Looks different to his/her peers

Explanation

• Can only tolerate certain fabrics and clothing styles because of the way they feel on their body
• Can’t manage shoe laces, buttons etc. so clothing choices are limited

Strategies to support

• Review school uniform policy to see if it can be more flexible. Polo shirts are easier to manage than buttoned shirts, especially on PE days
• Find out why a person prefers a particular clothing style
• Explore issues of fabric sensitivity etc. within tutor groups to increase tolerance by peers
• Identify strategies to help such as sewing on cuff buttons with elastic
• Accept individuality

Concerns about personal hygiene

Explanation

• Has difficulty using a shower or bath at home
• Stress increases perspiration
• May be reluctant to use school toilets because of intimidation
• May have difficulty with the practicalities of toileting and cleaning

Strategies to support

• Talk sensitively to them about how it’s necessary to shower more frequently during adolescence
• Find out if there are practical reasons why washing is difficult and contact the OT for advice if necessary
• Minimise stress and offer relaxation sessions
• Find out if there are reasons why a person won’t use the toilets. Arrange for them to use other loos if appropriate
• OTs can offer advice about self-care issues such as toileting, dressing etc. Suggest you can make a referral to help an individual to develop their independence skills

Lunch times

Misses lunch & gets headaches later in the day

Explanation

• Doesn’t remember when to go for lunch if there are different times for different groups
• Doesn’t like the noise and bustle of the canteen so avoids going there

Strategies to support

• Provide an early lunch pass so the individual always goes to the first sitting
• Provide a quieter area for eating lunch

Eats a limited range of foods

Explanation

• Can’t manage different food textures
• Can’t chew quickly and is worried about being late for next lesson
• Only buys things that he/she knows of the price of, or which use particular coins

Strategies to support

• Check if a range of food is available that they like
• Allow them to go for an early lunch so he/she has more time to eat
• Work on money handling, or encourage a pre-payment system

Is likely to drop tray

Explanation

• Can’t organise school stuff and tray • Trips over bags on floor or bumps into things

Strategies to support

• Allow them to have an early lunch while the canteen is less busy
• Provide a pass to skip the queue
• Provide a place where bags can be left safely in the canteen so they don’t have to manage their bag & tray

Handling equipment

Can’t draw straight lines

Explanation

• Difficulty holding ruler steady with one hand

Strategies to support

• Suggest use of ridged rulers or those with a cork backing
• Provide “labelling templates” with measured spaces to help centre underlining

Holds pen in upright position

Explanation

• Hasn’t developed in-hand manipulative skills
• Poor hand strength

Strategies to support

• Try a Stabilo ‘S Move pen
• Try writing on a sloping surface

Can’t control a computer mouse well

Explanation

• Poor isolation of fingers to click buttons
• Delayed responses so holds button down for too long

Strategies to support

• Try a range of alternatives including smaller models, left hand models, roller balls etc.
• Adjust the repeat button speed

Difficulty pouring, measuring etc. during technology and science. Health and safety concerns

Explanation

• Poor control of extent of movements
• Poor control of force/extent of movements
• Tendency to lean forward over the table for extra stability affects fluency of arm movements
• Poor balance means some people struggle when sitting on high stools

Strategies to support

• Pair them with a buddy who will pour, move and measure
• Make sure groups are not working too close together
• Provide stools with foot rests and arms or allow them to stand up when handling equipment
• Secure equipment to the desk if possible

Using scissors, compass etc

Explanation

• Difficulty with activities requiring use of both hands together
• Can’t remember how to use equipment

Strategies to support

• Allow and encourage them to use special equipment they find helpful e.g. looped scissors, circle scribe compass etc.
• Provide clear instructions about how to use equipment if needed

Difficulty using woodwork tools

Explanation

• Difficulty stabilising materials with one hand whilst using equipment with the other
• Noise of sawing is overwhelming

Strategies to support

• Secure materials where possible
• Watch for signs of stress due to noise and allow time out

Homework

Homework isn’t handed in

Explanation

• Individual hasn’t written homework requirements down correctly
• Forgets to hand homework in
• Doesn’t know where to hand homework in

Strategies to support* Give homework at the start of the lesson* Write homework requirements on a slip of paper for them to stick into their planner* Put a sticker on planners to indicate people who need help to note their homework down* Write it in as you walk round the class* Collect the planners of people who need help at the start of the lesson and write homework down for them* Make sure they know the system for handing in homework* Encourage form tutors to prompt individuals to hand in homework as part of a regular routine* Help them to set up a timetable to show when homework should be handed in* Set up a system at home so they can plan ahead, particularly for project work* Before giving a detention for missing homework try to find out why homework hasn’t been completed

Homework is of a higher standard than class work

Explanation

• They are less distracted at home so finds it easier to focus
• Parents provide support with planning and organisation of work

Strategies to support

• Find out what support parents are providing at home – it is likely to be with the practical aspects of the task which allows them to concentrate on the content
• Find out how much time they are spending on homework. Suggest suitable time limits

Messages don’t reach home

Explanation

• They lose pieces of paper and forget to hand papers to parents

Strategies to support

• For important messages, contact parents directly
• Help them to use their planner effectively
• Encourage them to put messages and letters into a clear plastic wallet
• Work with parents to use the planner as an effective means of communication