Writing

Poorly formed letters & illegibility

Explanation

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

Strategies to support

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

Poor organisation of work/diagrams

Explanation

1. Poor visual motor integration
2. Poor spatial relationships

Strategies to support

1. Prepare diagrams for individual to label
2. Allow them to use templates

Writing deteriorates over short period

Explanation

1. Low postural tone
2. Poor shoulder stability
3. Excessive grip strength or pen pressure
4. Uses whole arm movements

Strategies to support

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

Doesn’t write enough in lessons

Explanation

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

Strategies to support

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

Difficulty copying from the board

Explanation

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

Strategies to support

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

Poor organisation of ideas

Explanation

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

Strategies to support

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

Social skills

Doesn’t seem to have many friends

Explanation

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

Strategies to support

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

Difficulty working in groups

Explanation

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

Strategies to support

1. Place within smaller groups
2. Allow the group to work in a quieter environment
3. Allow them to move around while working
4. Support the group
5. Provide positive feedback to them

Difficulty adapting to new situations

Explanation

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

Strategies to support

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

Immature behaviour

Explanation

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

Strategies to support

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

Organisation

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

Explanation

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

Strategies to support

1. Provide a mini laminated timetable
2. Use colour and symbols on the timetable
3. Encourage them to wear a watch they can read with an alarm set just before the end of break/lunch
4. 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!)
5. Provide a pass so the person can go to lunch on the bell
6. Allow them to leave lessons early
7. Provide a buddy to help get around school
8. Encourage use of a mini tape recorder or recording pen for short messages about routine changes
9. Use coloured post-it notes put into planner for special messages
10. Develop a “daily procedures” book to reinforce routines

Doesn’t have equipment needed for lessons

Explanation

1. Is disorganised
2. Loses equipment
3. Wants to avoid participating in certain lessons

Strategies to support

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

Work space is disorganised

Explanation

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

Strategies to support

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

Loses work

Explanation

1. Rushes to leave at the end of lessons & leaves stuff behind
2. Poor filing skills

Strategies to support

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

Physical Education

Slow to change for PE

Explanation

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

Strategies to support

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

Forgets kit

Explanation

1. Avoidance
2. Poor memory and organisation

Strategies to support

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

Slow to follow instructions

Explanation

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

Strategies to support

1. Don’t ask them to go first as they will often pick up cues from the others about what to do
2. Pair them up with someone who is sensitive and knows what they are doing
3. 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

1. Difficulty judging speed and distance
2. Difficulty making quick alterations to own body position
3. Difficulty adjusting position of body in response to changes in environment
4. Poor spatial awareness
5. Lacks ball skills
6. Poor understanding of rules and strategies

Strategies to support

1. 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

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

Strategies to support

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

Tires quickly

Explanation

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

Strategies to support

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

Personal presentation

Looks different to his/her peers

Explanation

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

Strategies to support

1. 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
2. Find out why a person prefers a particular clothing style
3. Explore issues of fabric sensitivity etc. within tutor groups to increase tolerance by peers
4. Identify strategies to help such as sewing on cuff buttons with elastic
5. Accept individuality

Concerns about personal hygiene

Explanation

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

Strategies to support

1. Talk sensitively to them about how it’s necessary to shower more frequently during adolescence
2. Find out if there are practical reasons why washing is difficult and contact the OT for advice if necessary
3. Minimise stress and offer relaxation sessions
4. Find out if there are reasons why a person won’t use the toilets. Arrange for them to use other loos if appropriate
5. 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

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

Strategies to support

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

Eats a limited range of foods

Explanation

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

Strategies to support

1. Check if a range of food is available that they like
2. Allow them to go for an early lunch so he/she has more time to eat
3. 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

1. Allow them to have an early lunch while the canteen is less busy
2. Provide a pass to skip the queue
3. 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

1. Difficulty holding ruler steady with one hand

Strategies to support

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

Holds pen in upright position

Explanation

1. Hasn’t developed in-hand manipulative skills
2. Poor hand strength

Strategies to support

1. Try a Stabilo ‘S Move pen
2. Try writing on a sloping surface

Can’t control a computer mouse well

Explanation

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

Strategies to support

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

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

Explanation

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

Strategies to support

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

Using scissors, compass etc

Explanation

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

Strategies to support

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

Difficulty using woodwork tools

Explanation

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

Strategies to support

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

Homework

Homework isn’t handed in

Explanation

1. Individual hasn’t written homework requirements down correctly
2. Forgets to hand homework in
3. 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

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

Strategies to support

1. 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
2. Find out how much time they are spending on homework. Suggest suitable time limits

Messages don’t reach home

Explanation

1. They lose pieces of paper and forget to hand papers to parents

Strategies to support

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