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1.) Implicating early learning and early intervention at home

2.) Goal setting at home as well such as eating a certain food or by themselves, brushing their teeth, etc.

3.) Making a schedule if needed to make it like it is at school

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Overcoming obstacles - Steven Claunch: This video is about children overcoming obstacles that get into their way when dealing with a disability.

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Families face challenges such as missing out on activities because their child can't do them. Another challenge is communication with your child if they have a different mode of communication. You can overcome this by trying different options such as text-to-speech or AAC devices. Another challenge is getting funding for your family and you can overcome this by advocating and being a part of a community and surrounding yourself with support. Advocacy is a crucial part of having a disability.

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- Communicate with each other (feelings and struggles)
-Focus on their victories when they are achieved
-make their feelings feel validated
-Make sure you show your full support
-Take the time to learn about your child and what they like and are interested in

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Emotional Regulation- Adults can get stressed, depressed, or anxious. To help with this you can suggest that they be able to monitor and regulate what they are feeling and be honest about what you are feeling. Don't hold it all in.

Communication- Speech can be difficult for intonation and pitch and rhythm. You can suggest that they have speech therapy or just give them time and make sure they know they don't have to rush.

Advocacy for needs- simply listening to peoples stories and making sure they know you are on their side. There are also foundations for dyspraxia advocacy.

Problem Solving- suggest they learn to think creatively.

Social Skills- I would suggest putting yourself into situations where you are with other people to talk.

Independence- individuals with dyspraxia have difficulties but are able to live independently.

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Students with Dyspraxia can face a lot of challenges while in the school setting. They can struggle with planning ahead, getting and staying organized, being able to manage materials. The students can also struggle with handwritten assignments, moving a mouse, and typing on a keyboard.

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No/Low
- special pencil grips (fits better in their hand so it is more comfortable to write)
-special raised lined paper (to be able to write bigger)
Mid
-Audio book (for students who have trouble in the reading areas this can help them follow along with the rest of the class)
-Electrical device (can help children learn to read, write, etc)
High Tech
-Speech to text (helps children get their thoughts onto paper)
-Computer (if children have a disability in writing maybe typing on a computer could be a good institute)

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For someone that has Dyspraxia they might need accommodations in the classroom. Some accommodations the school can provide is having a student buddy to help the student take notes in class, allowing the student to stand and take small breaks throughout the school day, and sitting closer to the board and allowing extra time on test and homework for them. This will help the students be successful in the classroom, feel comfortable, and ready to learn more.

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This is an occupational therapy session that is assessing this Childs motor skills and cooridinatin.

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Movement ABC- this assesses gross motor skills, balance, coordination etc.
These tests are usually conducted by an occupational therapists.

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Challenges can be with two-handed tasks like cleaning, cooking, ironing, craft work, or playing musical instruments. Can also cause challenges with typing, handwriting and drawing.

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Challenges can be with one or more task at a time. Struggles with learning how to throw a ball or catching it, hopping and jumping, or riding a bike.

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In this video aphasia in explained and what deficits are caused by this neurological disorder.
Paige and Julianna

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Speech, cognition, and language disabilities can coexist within a dysphasia diagnosis. This can also include aphasia, which is the loss of the ability to express or comprehend speech.
Paige and Julianna

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This picture is showing how there is no cause found yet for dyspraxia, but it can be from damaged neurons in the brain.

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Paige and Julianna

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Do/Can any other disabilities exist in addition to this primary diagnosis?

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This video explains the characteristics of dyspraxia that you can find in adults and in children. It explains coordination and movement and why and how that is affected.

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What is Dyspraxia in Kids and Adults? Uncoordinated... understand why!

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- difficulty with writing
-difficulty running or jumping or tying shoes
-get tired more easily
-difficulty changing their clothes
-learning to eat with spoon or fork
-difficulty with balance
-may swing arms or legs

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Some deficits in the classroom include difficulty in areas of learning, motor sequences that are controlled by fine motor skills. It also affects retaining information (memory) and their planning skills.

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What are the academic, behavioral, or functional areas of struggle based on this disability?

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Identify challenges in the following areas:
- School
- Home
- Community
- Employment (for adults)
- Relationships
- Social and Emotional

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This picture explains how Dyspraxia can play a role with other disabilities.

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This is an article that explains the prevalence of dyspraxia in children. It explains some more characteristics and what you might see running into dyspraxia as a parent of a child.

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Dyspraxia is a neurological disorder that affects the planning and coordination of fine and gross motor skills; it may also affect memory, judgment, perception, information processing, and other cognitive abilities. The most common form of dyspraxia is developmental coordination disorder, and the terms are often used interchangeably. Because it can affect so many different areas of the brain and body, dyspraxia takes different forms in different people.

Dyspraxia is often recognized in early childhood when a child experiences a delay in achieving normal motor milestones (such as sitting up, crawling, walking). The symptoms can last into adolescence and adulthood. Although dyspraxia can appear on its own, it often coexists with other disorders, such as ADHD, dyslexia, and autism. While dyspraxia is not a learning disorder, it can affect a person's ability to learn and to participate fully in routine academic, social, and professional activities.

Symptoms of dyspraxia usually start appearing early in life. Early on, babies with dyspraxia can be overly irritable and have problems with feeding. In toddlerhood, the child may continue to have problems with normal feeding and display other developmental delays, such as having difficulty with toilet training, refusing to play with puzzles or toys that require construction, and seeming unable to throw and catch a ball.

Children with dyspraxia may frequently drop things and have trouble with activities that involve hand-eye coordination. For instance, they often have trouble managing buttons, zippers, and snaps. It's not unusual for children with dyspraxia to avoid physical activity out of shame or embarrassment, resulting in a lack of muscle development. Weak muscle tone can result in difficulty in sports and gym classes and even standing for any length of time. Children with dyspraxia frequently have speech and writing delays, can be forgetful and often lose things, and have trouble picking up on nonverbal social cues.

Problems with motor coordination, memory, perception, speech and language skills, following directions, and emotional control usually persist into adulthood, causing difficulties with planning, organization, concentration, and accuracy. The result is often erratic or impulsive behavior, or a tendency to avoid new or unpredictable situations or those that require teamwork. These ongoing problems can result in a variety of emotional and behavioral problems, including depression, anxiety, stress disorders, low self-esteem, fears and phobias, and addictions.

Dyspraxia is thought to affect anywhere from 6 to 10 percent of children to some degree, with 2 percent being severely affected, according to the Dyspraxia Foundation. Males are more likely to develop the condition than females are.

The exact cause of dyspraxia is unknown. Risk factors for the condition include premature birth, low birth weight, a family history of the condition, attention-deficit/hyperactivity disorder (ADHD), can have a significant impact on how the condition presents.

While no genetic cause of dyspraxia has been proven, many parents of children with dyspraxia will be able to identify other family members who also struggled with the condition.

Do dyspraxia and autism go together?

Despite common confusion, dyspraxia is not a form of autism. Both conditions can share similar symptoms, including language delay, an inability to express feelings verbally, trouble making eye contact, and sensory processing difficulties. A dyspraxic child incorrectly diagnosed as having autism will make little progress in managing their symptoms. Careful evaluation and diagnosis by experts is critical, as dyspraxia can appear alongside autism or on its own.

Dyspraxia cannot be cured, but people with this condition can still lead a full and satisfying life. Treatment can help them manage their symptoms and improve muscle tone and coordination. In addition, a diagnosis of dyspraxia can allow a child to qualify for occupational therapy, speech therapy, and other special services and accommodations through the school system.

At home, children can be encouraged to participate in physical activities and active play to strengthen muscle tone and improve physical coordination. Individual sports, like swimming and biking, are often helpful to keep a child physically active and reduce the risk of obesity. Children can work on puzzle skills and activities such as tossing a beanbag to improve eye-hand coordination. Simple interventions, like the use of pencil grips or learning to type, can help with communication skills.

For some children, very mild dyspraxia symptoms may disappear over time. However, in most cases, dyspraxia will continue to affect a person into their teen and adult years. Coordination problems tend to become less of an issue as someone ages and has more autonomy and control over their life, and ongoing dyspraxia symptoms become more manageable with an effective treatment plan in place.

Teens and adults with dyspraxia may find occupational therapy useful for learning practical everyday skills, such as driving or DIY projects. In cognitive behavioral therapy, they can learn how to break free of the harmful thinking patterns that often arise as a result of dealing with a chronic condition.

References

Patino, E. Understanding Dyspraxia. Understood.org. Reviewed by R. Goldberg MD.

Leonard HC, Hill EL. Executive difficulties in development coordination disorder: Methodological issues and future directions. Current Developmental Disorders Reports. June 2015;2(2):141-149.

National Health Service (U.K.)

Find a therapist who works with children and adolescents.

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Dyspraxia is a neurological disorder that affects the planning and coordination of fine and gross motor skills; it may also affect memory, judgment, perception, information processing, and other cognitive abilities. The most common form of dyspraxia is developmental coordination disorder, and the terms are often used interchangeably.

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Dyspraxia affects up to 6% of the population. 2% of these are severely affected by dyspraxia. Males are also 4 times more likely to be affected than females

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There is no single cause for Dyspraxia. It can be from premature babies, a genetic component, if there is a problem with the neurons on the brain, or if the has been brain damage from a stroke or brain injury.

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In this video, it talks about how Dyspraxia can affect someone. It talks about what Dyspraxia is and what to look out for.

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Dyspraxia means that you partially lose abilities such as cooridination and movement, and is also known as the developmental coordination disorder. It begins in childhood and makes fine motor skills more difficult

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This week, you will be working in groups based upon your chosen disability. During each class, you will be given a set of criterion to follow to construct your own research and find resources to create a disability padlet. On Friday of this week, you will be teaching another group about your disability using the padlet you have created, which will lead into our second edition of the Who Am I? Demystification poster regarding Specific Learning Disabilities.

Tasks: Conduct your own research (I have given you a head start with the resource hub) on each of the subtopics for each day. As always, based on course policy, do not copy and paste. Quote, summarize, and paraphrase. For each subtopic, you will also be required to find two resources (videos, links, websites, pdfs, etc.) to assist and teach others. Provide a brief description for each of your resources as well.

Subtopics: In each subtopic, you will need the following:
- Defining, summarizing, quoting, or paraphrasing to give an understanding of each one.
- Two resources + an explanation of each one.