Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers

Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers

Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers

Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers


Drawing on their considerable experiences of the syndrome, as well as current research findings,nbsp;the authors help teachers and other education professionals tonbsp;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 shownbsp;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.


When we first mentioned to a colleague that we were involved in writing a book on the subject of dyspraxia, her response was 'Not another book on dyspraxia...what are you going to write that hasn't been written before?'. Indeed there are numerous books on the market aiming to help readers to understand the issues surrounding dyspraxia, which range from how to gain an accurate diagnosis, the cerebral function in a person with dyspraxia, characteristics of a child with dyspraxia, potential 'cures' for dyspraxia, through to a range of intervention strategies which can 'help' the individual, cope at home, at school and at play. So what has this book got to offer which is potentially different to others?

First, both authors share a passionate concern that the reader gains an insight into exactly what it is like to 'suffer' from what is often termed the 'hidden handicap' owing to its subtle but profound manifestations. To gain an impression, from the inside-out, of the trials and tribulations, the achievements and failures, the confusions and frustrations of living with dyspraxia from the child's perspective and as such the voice of the child will echo throughout the chapters ahead. If we simply succeed in helping you, the reader, to understand dyspraxia from the child's perspective, and to see the world as he does, we know that we will have helped children with dyspraxia to be met with empathy and compassion, the consequence of which will be tolerance and consideration, the first step towards educational and social inclusion. Children with dyspraxia have to struggle with many seemingly simple activities of daily life and strive to be accepted and integrated within their peer group at home and at school. Their lives can be likened to salmon that have to put in an enormous effort in order to swim upstream against the fast flowing current to simply survive within a society where tolerance towards poor physical prowess is lacking.

Second, we would like readers to see that although there are a range of characteristics and modes of presentation which are typical to many children with dyspraxia we want to stress the individuality of each child. We wish to emphasise that each child is a unique individual and as such has a preferred way of coping with his difficulties, some of which may be more acceptable and successful than others. We want you to realise that similarities in characteristics do not automatically give rise to children adopting similar learning styles, and that prescription intervention will not necessarily work to improve the child's functional skills. To reiterate our intention we want you to 'appreciate the cake rather than focus on the ingredients'.

Third, both authors are determined to help those meeting children with dyspraxia, be they teachers, learning support assistants, scout masters, neighbours or friends

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