School Provision Map:

Specific Learning Difficulties (Developmental Coordination Disorder (DCD) formerly Dyspraxia)

Quality First Teaching
  • All staff have received awareness training regarding the impact of motor coordination difficulties on learning
  • Awareness, and use of, NYCC ‘Supporting Children and Young People with Coordination Difficulties’ document
  • Implementation of Sensory Smart Strategies i.e. de-cluttering room, reduction of auditory distractions
  • Appropriate expectations of written work, such asdecreasing the motor (output) of the task, withoutchanging the cognitive expectations
  • Provision of adequate/extra time and assistance for writtentasks
  • Differentiated curriculum with multisensory learning experiences
  • Appropriate teaching styles that match identifiedlearning style of the pupils
  • Simple, short/small step instructions, repeated and prompted with possible visual clues MATCH (Modify the task, Alter expectations, Teachstrategies, Change the environment, Help the childby understanding his/her difficulties)
  • Peer and buddy support especially in PE

Targeted Input
Class teacher and TA offer planned support in developing literacy, and physical education such as:
  1. Write from the Start Handwriting Programme
  2. Speed-Up kinaesthetic Handwriting Programme
  3. Write Dance handwriting programme
  4. Smart Moves PE programme
  5. Get Physical: PE Programme
  • Help with organisational skills i.e. visual timetable, clocks, timers, traffic light signals to indicate level of understanding.
  • Handwriting supports i.e. lined paper, angled writing board, ergonomic writing tools
  • Alternative handwriting strategies to promote progress in reading, spelling, writing i.e. use of a Dictaphone, word processing with predictive text, Clicker 6, video
  • Use of visual thinking methods i.e. mind maps
  • Targeted motor development Groups/clubs
  • Support in developing social skills (drama group, communication group etc.)
  • Whole school training regarding targeted interventions
  • Transition planning

Specialist Support
  • Collaborative assessment with health-based children’s occupational therapist to determine specific areas of need, this will include the use of MABC-II, VMI, TVPS
  • Personalised programme planning
  • ICT support/technological aids to record work i.e. Dictaphone, voice-activated software, digiscribble
  • Intensive handwriting support in parallel with word processing training
  • Organisational strategies and memory training
  • Strategies to develop self-help skills i.e. dressing before and after PE, personal hygiene
  • Social skills training to increase appropriate social interactions, and enhance life skills
  • Support regarding the psych-social impact of DCD(when appropriate)
  • Differentiated homework, accepting alternate recording and assessment methods
  • Opportunities for pre-tutoring and to rehearse new skills
  • Development of functional and life skills i.e. driving simulators, interview techniques.
  • Close liaison with parents
  • Evaluation for access arrangements and exam concessions
  • Detailed whole school training regarding handwriting, motor planning, sensory-motor integration