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Each county has a ‘Local Offer’ which is the help available to children and young people with Special Educational Needs and Disabilities.

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Each county has a ‘Local Offer’ which is the help available to children and young people with Special Educational Needs and Disabilities.

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Sensory Circuits Alerting Organising Calming activities for home

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Supporting your child with visual processing and memory skills

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Supporting your child with visual processing and memory skills

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Visual processing and memory skills DL leaflet

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Helping your child with language difficulties

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Helping your child with language difficulties

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Helping your child with language difficulties DL leaflet

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Help your child with spelling DL leaflet

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Afasic offers support and advice for families of children with speech and language needs.

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SLCN & DLD SLCN Speech, Language and Communication Needs Events There are many ways that you can help to raise funds Afasic Helpline

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Developmental Language Disorder (child version)

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Developmental Language Disorder (child version)

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Dorset HealthCare University NHS Foundation Trust

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Speech and Language UK give advice and guidance to families to help them support their child's language skills.

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Speech and Language UK: Changing young lives

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Speech and Language UK: Changing young lives

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We are Speech and Language UK - we want every child to face the future with confidence. For 1.7 million children in the UK, learning to talk and understand words feel like an impossible hurdle.

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Stormbreak aims to improve children’s mental health through movement, equipping them with sustainable, transferable skills and coping strategies to thrive during the complex demands of growth into adult life.

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Featured stormbreak

Focus on Resilience

Resilience helps you to keep going when things are hard. It helps you to 'bounce back' and have another go even if you feel like giving up.

Take part in our stormbreak challenge!

To take part, create an account as a parent/carer or school (class or group). Watch and participate in a stormbreak and move a step towards completing the 25 stormbreak challenge. Every 5 stormbreaks completed you earn awards, get certificates, have fun, be active, be mentally healthy! More info parents/carers and schools. Let's stormbreak!

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Explore stombreak videos I stormbreak CIO

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Focus on Resilience Resilience helps you to keep going when things are hard. It helps you to 'bounce back' and have another go even if you feel like giving up. To take part, create an account as a parent/carer or school (class or group).

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Dorset CAHMS (Child and Adolescent Mental Health Service

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Dorset CAHMS (Child and Adolescent Mental Health Service

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CAMHS provides support to children and young people who are coping with significant mental health difficulties.

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This short video provides an opportunity to look at mental health through the eyes of a young person. It has been developed by young people about young people.
Co-produced by Dorset Mind, Dorset HealthCare, Healthwatch Dorset, Dorset Mental Health Forum and Bournemouth University.

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Welcome to CAMHS Dorset, we give Mental health and wellbeing advice and support for children, young people, families, carers and professionals working across Bournemouth, Poole and Dorset.

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IPSEA (Independent Provider or Special Education Advice)

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IPSEA (Independent Provider or Special Education Advice)

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IPSEA advises families whose children have all types of SEN/disability, including behavioural problems, communication difficulties, learning disabilities and autism. They can offer legally based advice and can support both before and after any diagnosis.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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Stamma – support for families with children who have a stammer

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Stamma – support for families with children who have a stammer

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Should you be worried if your child starts stammering? Find out what you can to support them and yourself.

Give us a call if you are concerned. Phone free on 0808 802 0002 or start a webchat.

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Should you be worried if your child starts stammering? Find out what you can to support them and yourself.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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Our Local Offer provides information, advice and support for children and young people aged from 0 to 25 years with special educational needs and disabilities (SEND) and their families.

What is SEND?

Children and young people with SEND may have learning difficulties or disabilities that make it harder for them to learn. They may struggle to make friends, or their physical ability is affected. They often need extra help and support.

On the following pages, you can find information and signposting to help children, young people and their families get the right help and support to meet their needs.

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Our Local Offer provides information, advice and support for children and young people aged from 0 to 25 years with special educational needs and disabilities (SEND) and their families. Children and young people with SEND may have learning difficulties or disabilities that make it harder for them to learn.

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Information on the services available for children and young people up to 25 years with special educational needs and/or disabilities (SEND) and how to access them

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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Marcus: How ADHD affects me and why being different is good

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Watch 12-year-old Marcus tell Newsround about how ADHD and autism affects him, his service dog and dealing with negativity.

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Chatterminds introduces mindfulness to children and young people.

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Life can be tough for children with modern day pressures. It can result in anger, worry, anxiety and emotional overwhelm. If your child is experiencing stress at school or home, such as friendship issues, exams or sibling rivalry Chatterminds can help.

Chatterminds helps to...

Equip children and adults with the skills and benefits of mindfulness

Enable young people to name and recognise different emotions and how they feel in the body

Empower young people to regulate their emotions and foster an ethos of kindness and gratitude

Support young people with their friendships, giving them the confidence to stand up for themselves whilst still being kind

Build resilience and self-esteem

Equip young people with skills to nurture their mental health, with an emphasis on positive self-care

Why not join the Chatterminds Facebook group?

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Life can be tough for children with modern day pressures. It can result in anger, worry, anxiety and emotional overwhelm. If your child is experiencing stress at school or home, such as friendship issues, exams or sibling rivalry Chatterminds can help.

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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Understanding and managing difficult feelings in Autism

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Understanding and managing difficult feelings in Autism

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Ways to support children's mental health

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Ways to support children's mental health

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An easy way to understand wellbeing is to say it's 'feeling good and doing good'.

Here are five ways you can help children keep their wellbeing topped up - and your own, too.

For many, it's going to be harder to get outside and move around, but we still need to keep active. When we move our bodies, it has a positive effect on how our brain works, as the brain starts releasing chemicals that make us feel good.

* Host a home disco. Play the family's favourite dance songs and have a boogie for ten minutes.

* Watch BBC Super Movers videos. These short films can get the whole family moving (and learning). Learning routines (or just attempting them) means your child's brain and body (and yours!) are keeping active and engaged.

* Blow up a balloon. Once you've tied it, see how long you can keep it up in the air while passing it between you.

Having more time at home together may also put additional stress on family relationships so give everyone in the family a chance to refuel. It can be as simple as curling up on the sofa together and watching a film or some cartoons - and then chatting about your favourite bits.

Having these sorts of conversations can help to make the positive buzz of watching (and laughing) together last for longer. It'll also improve your child's ability to reflect on their experiences and talk about their preferences.

Stories are another great way to help children recharge as they lose themselves in wonderful fictional worlds. There are likely to be some old favourites they want you to read again, as they'll take comfort from hearing a familiar tale (for children, knowing how it ends is a good thing, not a spoiler alert!).

It's helpful for children (and adults) to have a healthy balance of emotions in a day. Fears and anxieties about the current situation may, at times, overpower our positive emotions unless we make a conscious effort to re-address this balance.

Here are a couple of ways you can help your child to achieve this balance:

* Make a 'Top Times' scrapbook. Help your child to create a scrapbook of memories, with printed out photos, drawn pictures, saved tickets and other bits and pieces stuck in to help them remember. These don't have to mark occasions; they can capture smaller moments of joy, like throwing a ball for a dog or seeing a rainbow.

Once you've built a collection of pages (and maybe several scrapbooks), you can enjoy looking through them together.

* Create a gratitude jar. Another way to take in the good stuff is to write down a little note when something's gone well and keep it in a jar or box. Younger children may prefer telling you what to write so you can record the experiences for them. As they get older, they may want to write their own notes.

You can encourage them by doing this alongside them. The great thing about a gratitude jar is you can revisit it on days when you need a little boost to remind everyone of the things you've been grateful for.

Building gratitude habits doesn't mean we diminish the struggles that children (and we) experience. It's really important to talk about these difficult moments too. But, having a time in the day when you focus on the positive can be useful in helping children to keep their thoughts balanced.

Having more time at home offers an opportunity to set some goals about new things you and your child want to learn. It could be something that helps encourage their independence when they return to school, like tying their own shoelaces or buttoning up their coat. Or it could be something that helps at home, such as how to put their clothes away or helping out with washing up. When children feel they're contributing to family 'work', it can enhance their sense of belonging. If your child is capable of doing things for themselves, give them as many opportunities as you can to practise these skills.

Whatever the learning goals, it can be helpful if children understand they can improve their skills and abilities. This is often referred to as a 'growth mindset' since it's about realising we all have the ability to change the way we think and do things. So, whether it's tying shoelaces, learning to spell, or even how to hop on one leg, the way adults talk to children about the learning will influence those children's beliefs.

Here are two ways to encourage your child to adopt a growth mindset:

* Add the word 'yet'. Changing the way you talk about intelligence and ability can help your child understand that learning is a process - our skills and traits aren't fixed from birth. When your child claims "I can't do this" (whether they're talking about a new hobby, homework, or anything else), say: "You can't do it yet".

Adding and emphasising this tiny word subtly reinforces the learning process and may help them to try again.

* Practise (and fail) with your child. Trying new things can be scary, but it's often less daunting when you do it with others. As a family, you might decide to try something new and celebrate your learning and your failures when it doesn't work (the first, second, or even the ninety-ninth time!).

Being able to support your child's wellbeing also involves taking care of yourself. As a starting point, try and eat nutritious healthy food; it's a great idea to turn cooking into an activity the whole family takes part in. Life can often feel very busy and parents give themselves a hard time about being unable to do everything perfectly. Remember, though, there are no 'perfect parents'.

We all get things wrong, we all have days when we struggle. And while it may be true that you might not have done everything 'perfectly', you've probably done more things to support your child's wellbeing than you realise. So, try and focus on what you're doing well - it's not you being boastful, it's actually really helpful for your child to do this. Children can learn a lot from hearing adults respond kindly to themselves when things don't work out - and then from seeing the grown-ups try again. Notice how you speak to yourself about your mistakes. If you can cultivate kindness towards yourself, your child is more likely to practise this when they get things wrong too.

It might also be useful to take a moment and think about the activities, people and places that help you to feel brighter and refuelled. Even if you can't do these things at the moment, perhaps there are new ways that you can connect with the things that matter to you, like chatting with friends on the phone instead of meeting up. No matter how busy you are, try and squeeze in a little time for yourself. It's likely to help you with the many joys and challenges that parenting can bring.

Dr Hazel Harrison is a Clinical Psychologist with a particular focus on mental health and wellbeing.

For further information check out the rest of Starting Primary School which has lots of ways to help prepare children for different aspects of school life - both practically and emotionally.

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Five ways to support children's mental health

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Clinical psychologist, Hazel Harrison, suggests five ways you can support your child's mental health.

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These occupational therapy free resources are pediatric occupational therapy activities to help therapists, parents, and teachers support child development. The OT Toolbox offers activities, resources, and tools for pediatric occupational therapy interventions, but also much more; Here, you will find precise therapy resources in the way of handouts, worksheets, and educational materials to support occupational therapy for children.

Pediatric therapy requires many various topics and tools. Here on The OT Toolbox, you will find materials to support OT for kids whether you are a therapist, a teacher, or a parent. Use these free resources for designing pediatric therapy services in school-based OT, outpatient pediatric therapy clinics, or in early intervention home therapy.

Pediatric Occupational Therapy

Pediatric occupational therapists will find the free OT resources helpful to supplement treatment activities when they are too busy to reinvent the OT wheel. These free worksheets, handouts, and educational materials support therapists for children including OT, PT, ST, and other professionals. Therapists can use these materials for face-to-face therapy services, in occupational therapy teletherapy services, and in occupational therapy at home programs. Free therapy resources include: free teletherapy slide decks, free screening tools, worksheets, handouts, educational materials, and more.

Free Teacher Resources

Teachers in special education or inclusive classrooms can understand what's really going on behind learning difficulties and behaviors. Teachers can use these free resources in the classroom to address overwhelming busy days and support diverse learners through differentiated teaching by offering students the supports they need for classroom success.

Free teacher resources include: classroom strategies, hands-on teaching plans, supplemental activities for creative lesson plans, differentiated teaching resources, and more.

Parent Resource Center

Parents of neurodiverse children, typically developing children, as well as special needs children will find these free resources as strategies to help their children become more independent so they can succeed in the home and at school. As an essential part of the child's team, parents can use these educational resources, hands-on activities, and worksheets to help children thrive.

Free parent resources include: developmental milestone charts, "red flag" screening tools, educational materials, occupational therapy at home activities and materials, and advocacy resources.

Browse these free resources for occupational therapy by category, topic, or specific need.

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Free Resources Archives - The OT Toolbox

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These occupational therapy free resources are pediatric occupational therapy activities to help therapists, parents, and teachers support child development. The OT Toolbox offers activities, resources, and tools for pediatric occupational therapy interventions, but also much more; Here, you will find precise therapy resources in the way of handouts, worksheets, and educational materials to support occupational therapy for children.

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Explaining Autism - useful clip for children

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Explaining Autism - useful clip for children

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Amazing Things Happen - by Alexander Amelines

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DPCC is run by parents & carers for parents & carers of children and young people age 0 - 25 with special educational needs or disability (SEND) who live in Dorset. Their aim is to improve services for children and young people by ensuring that families’ voices are heard by planners and decision-makers.  Signposting and communication are key to what they do and wherever possible, they aim to work in co-production.

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'Our strength is our shared experience'

Dorset Parent Carer Council (DPCC) is an independent voluntary organisation that formed in June 2009. The DPCC are the parent carer forum recognised by the Department of Education, Dorset Council and NHS Dorset and are members of the National Network of Parent Carer Forums (you can find out more about the NNPCF here ).

​

DPCC is run by parents & carers for parents & carers of children and young people age 0 - 25 with special educational needs or disability (SEND) who live in Dorset.

Our aim is to improve services for our children and young people by ensuring that families' voices are heard by planners and decision-makers. Signposting and communication are key to what we do and wherever possible, we aim to work in co-production.

​

The work we do shapes local, regional and national services and policy.

Membership is free and without obligation, we just ask that you share some basic information and details about how we can contact you. All members receive updates by email, keeping you up to date on our work, opportunities to get involved and other SEND news.

We provide a mix of information about participation opportunities, training events and social activities that are happening both locally and further afield.

If you do not use email, we can discuss how best to stay in touch with you and keep you informed.

​

'By completing this form you are giving consent for us to use your data as specified in our privacy policy for website and social media. You can read about this here .

Latest Updates

New post titled:

Birth to Settled Adulthood Programme:

Parent and Families Event 21 November 2023

uploaded to our News page.

​

Click below to view -

Events

C alendar items will be added here when new and upcoming events are announced.

We have worked with Dorset Council for over 10 years to develop The Xchange for families with disabled children. The Xchange now has over 1100 Dorset children registered giving parent-carers access to a dedicated website, a monthly members e-newsletter with up to date news and listings of support groups, courses, clubs and activities, plus a Dorset Max Card and more!

The Children and Families Act 2014 introduced a statutory duty on local authorities to develop and publish a Local Offer, which sets out what they expect to be available for local children and young people with SEN and disabilities across education, health, and social care.

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'Our strength is our shared experience' Dorset Parent Carer Council (DPCC) is an independent voluntary organisation that formed in June 2009. The DPCC are the parent carer forum recognised by the Department of Education, Dorset Council and NHS Dorset and are members of the National Network of Parent Carer Forums (you can find out more about the NNPCF here ).

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Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS) is the statutory information, support and advice service. They offer free, independent and impartial information relating to education, health and social care for children and young people (0-25) with Special Educational Needs and/or disabilities (SEND), and their families, to empower them to make appropriate and informed choice.

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Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS) is the statutory information, support and advice service. They offer free, independent and impartial information relating to education, health and social care for children and young people (0-25) with Special Educational Needs and/or disabilities (SEND), and their families, to empower them to make appropriate and informed choice.

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Although this is aimed at helping those with Autism, it offers equally useful advice for any parent with children who find falling asleep tricky.

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Dorset Special Educational Needs and Disability, Information, Advice and Support Service (SENDIASS)

We are a free, impartial and confidential service that provides information, advice and support to:

children and young people aged from 0 to 25 with special educational needs and/or disability (SEND)

parents and carers of children and young people with SEND.

We also work with:

the local council in Dorset

education and training providers

the voluntary sector

other agencies

We aim for parents and carers, children and young people to play an informed part in:

planning provision

agreeing outcomes to meet SEND

What support we can provide:

SENDIASS officers are trained in Special Educational Needs and Disability (SEND).

We will help you:

express your views for assessments or meetings

find other support

if there's a disagreement

by listening to your concerns and talking to you about your choices and options

Our service provides:

a helpline with 24-hour voicemail

email advice line

face-to-face support

help to prepare for meetings

written information

signposting to other services and people who can help

support through the Education, Health and Care (EHC) plan process

For further information or advice please

Visit our Facebook page

If you are a professional then please see our Professionals Page

In need of mental health support? View our information and signposting page

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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Family Action's Dorset SENDIASS (SEND Information, Advice and Support Service) offers free, confidential, accurate and impartial advice and support to families living in Dorset with a child up to the age of 25 who has special educational needs or a disability (SEND). Learn more about our service today.

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Family Hubs or Children’s Centres provide a wide range of help and support. This includes a range of services for babies, children, young people and their families. You can drop in to your local Family Hub or children's centre, or find information online.

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Find help and support on childcare, finances and benefits, activities for children and find your nearest Family Hub.

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Somerset SENDIAS (Special Educational Needs and Disability Information, Advice and Support) can give children, young people and their parent carers information, advice and support about SEND. This can include information on Education, Health and Care (EHC) Needs Assessments and Plans.
Visit our Somerset SENDIAS page here.
The service is free, confidential and impartial.

Somerset SENDIAS offers:

a phone helpline and email support

information, advice and support on SEND law through the Somerset SENDIAS website and leaflets

information, advice and support for mediation and SEND tribunals

information on SEND groups available in Somerset

information on Somerset's Local Offer

signposting to other services

SENDIAS aims to encourage children, young people and their parent carers to be part of decision making to improve education, health and care outcomes.

Type of provision

Targeted - This is for people with special educational needs and disabilities and their families

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Somerset SENDIAS (Special Educational Needs and Disability Information, Advice and Support) can give children, young people and their parent carers information, advice and support about SEND. This can include information on Education, Health and Care (EHC) Needs Assessments and Plans.

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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You can join the Xchange for free if you are the parent/ carer of a child who is disabled; your main residence of both you and your child is within the Dorset Council area, and your child is under 19 years of age. Xchange member benefits include a Dorset Max Card for your child which gives you discounts for venues and events, and a carer’s discount card for you.

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The Xchange is dedicated to improving communication and information for families with children who are disabled across the Dorset Council area. It's part of our Local Offer for children and young people with special educational needs and disabilities (SEND).

The information and news in The Xchange comes from a range of sources like:

Joining The Xchange

Being a member of The Xchange won't cost you anything. You can join us if:

you are the parent or carer of a child who is disabled. This means that your child has a 'physical or mental impairment and the impairment has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities' (The Equality Act 2010)

the main residence of both you and your child is with the Dorset Council area (excluding the Bournemouth, Christchurch and Poole area)

your child is under 26 years of age

Xchange member benefits for parents and carers include:

Joining or leaving The Xchange does not affect your entitlement to services such as health and social care. You can:

ask to update your details in The Xchange at any time

ask to leave The Xchange at any time

ask us to remove your details from our records

read The Xchange privacy notice

Information we need to help create better services

Your application form for The Xchange automatically provides us with details to keep a record of children in our area who are disabled. This is a government requirement.

The record means you're helping us to:

know more about the needs of children who are disabled and their families across Dorset

have clearer information on where services and resources need to be allocated

As a member of The Xchange we may contact you to ask for your help to provide other useful information we need, for example through surveys or asking for your feedback. Of course, it's optional for you to respond.

Join The Xchange

Complete our application form to join The Xchange.

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More about us and how to join The Xchange.

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Seeing dyslexia differently (useful clip for children)

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Seeing dyslexia differently (useful clip for children)

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Developmental Coordination Disorder (previously known as Dyspraxia)

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Developmental Coordination Disorder (previously known as Dyspraxia)

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This booklet is designed to help parents and educators identify and manage school-aged children who are demonstrating movement problems typical of children with Developmental Coordination Disorder (DCD). Based on research evidence, the purpose of this booklet is to describe common characteristics of children with motor coordination difficulties, to provide guidance for seeking a referral to a physician, to describe the role of occupational therapists and physiotherapists who may work with these children, and to suggest modifications that may improve the ability of children to function at home, at school, and in the community. Some children only experience coordination difficulties while others have associated learning, speech/language, and attention problems. Management of children with DCD varies greatly due to these differences. As a result, particular techniques and strategies may be more appropriate for one child than another. This booklet describes some of the more common techniques and practical suggestions that may be used. An occupational therapist and/or a physiotherapist may wish to highlight or add specific techniques to personalize it for a particular child/student. The authors gratefully acknowledge the many parents, children, educators, colleagues, students, and service providers who have contributed their knowledge and expertise to the development of this booklet. This booklet was developed with support from the Canadian Occupational Therapy Foundation and funding from the Canadian Institutes of Health Research to facilitate early identification of children with DCD.

What is Developmental Coordination Disorder?

Developmental Coordination Disorder (DCD) occurs when a delay in the development of motor skills, or difficulty coordinating movements, results in a child being unable to perform everyday tasks. A diagnosis can be made by a medical doctor who will ensure: 1) that the movement problems are not due to any other known physical, neurological, or behavioural disorders; and, 2) whether more than one disorder may be present. The characteristics of children with DCD, however, are usually noticed first by those closest to the child because the motor difficulties interfere with academic achievement and/or with activities of daily living (e.g., dressing, playground skills, handwriting, gym activities). DCD is believed to affect 5-6% of school-aged children and tends to occur more frequently in boys. DCD can exist on its own or it may be present in a child who also has learning disabilities, speech/language difficulties, and/or attention deficit disorder. In this booklet, the coordination difficulties that are discussed are those that are most often seen in children with developmental coordination disorder.

How Do Coordination Difficulties Occur?

There is no simple answer to this question since coordination difficulties can arise for many reasons. Although we do not know for sure what causes motor coordination problems, research suggests that children can experience difficulties in learning how to plan, organize, perform, and/or modify their movements. One thing we know for certain is that children with DCD have difficulty learning new motor skills. They tend to use their vision more than other types of feedback to guide their movements and, because of this, their motor skills may be more like those of younger children. Children with DCD perform inconsistently from one occasion to the next, and they often perform motor skills in the same way over and over again, even when they are unsuccessful. Typically, children with DCD depend on feedback and are not able to predict the outcome of their movements. As a result, they don't easily recognize movement errors, learn from their mistakes, or correct their movements.

The characteristics described above have led researchers to believe that the coordination difficulties of children with DCD may lie not only in learning how to move their bodies but also in learning how to use strategies to problem-solve solutions to motor tasks. Because motor skills do not become automatic for these children, they must devote extra effort and attention to complete motor tasks, even those that have been previously learned. Children with DCD often don't recognize the similarities of particular motor tasks, and this leads to difficulties transferring their motor learning from one activity to another (e.g., catching a large ball and then catching a small ball). They also have difficulty generalizing their motor learning from one situation to another (e.g., a child approaching a sidewalk curb has to figure out that stepping up onto the sidewalk is similar to climbing stairs). Having to respond to a changing environment (e.g., when catching or hitting a moving ball, or when avoiding others during team play) poses an additional challenge for children with DCD because they find it hard to monitor incoming information from the environment and to make their bodies respond in a timely way. The result of any of these problems is the same: children with DCD appear clumsy and awkward, and will have difficulty learning and performing new motor tasks.

Characteristic Features of Children with DCD

When describing children with DCD, it is important to recognize that they are a very mixed group. Some children may experience difficulties in a variety of areas, while others may have problems only with specific activities. The following is a list of some of the more common characteristics that may be observed in a child with DCD.

Physical Characteristics

1. The child may be clumsy or awkward in his/her movements. He/she may bump into, spill, or knock things over.

2. The child may experience difficulty with gross motor skills (whole body), fine motor skills (using hands), or both.

3. The child may be delayed in developing certain motor skills such as riding a tricycle/bicycle, catching a ball, jumping rope, doing up buttons, and tying shoelaces.

4. The child may show a discrepancy between his/her motor abilities and his/her abilities in other areas. For example, intellectual and language skills may be quite strong while motor skills are delayed.

5. The child may have difficulty learning new motor skills. Once learned, certain motor skills may be performed quite well while others may continue to be performed poorly.

6. The child may have more difficulty with activities that require constant changes in his/her body position or when he/she must adapt to changes in the environment (e.g., baseball, tennis).

7. The child may have difficulty with activities that require the coordinated use of both sides of the body (e.g., cutting with scissors, stride jumps, swinging a bat, or handling a hockey stick).

8. The child may exhibit poor postural control and poor balance particularly in activities that require balance (e.g. stair climbing, standing while dressing).

9. The child may have difficulty with printing or handwriting. This skill involves continually interpreting feedback about the movements of the hand while planning new movements, and is a very difficult task for most children with DCD.

Emotional/Behavioural Characteristics

1. The child may show a lack of interest in, or avoid, particular activities, especially those that require a physical response. For a child with DCD, performing motor skills requires significant effort. Fatigue and repeated failure may cause the child to avoid participating in motor tasks.

2. The child may demonstrate a low frustration tolerance, decreased self-esteem, and a lack of motivation due to difficulties coping with activities that are required in all aspects of his/her life.

3. The child may avoid socializing with peers, particularly on the playground. Some children will seek out younger children to play with while others will play on their own or follow the educator or playground supervisor. This may be due to decreased self-confidence or avoidance of physical activities.

4. The child may seem dissatisfied with his/her performance (e.g., erases written work, complains of performance in motor activities, shows frustration with work product).

5. The child may be resistant to changes in his/her routine or in his/her environment. If the child has to expend a lot of effort to plan a task, then even a small change in how it is to be performed may present a significant problem for the child.

Other Common Characteristics

1. The child may have difficulty balancing the need for speed with the need for accuracy. For example, handwriting may be very neat but extremely slow.

2. The child may have difficulty with academic subjects such as mathematics, spelling, or written language which require handwriting to be accurate and organized on the page.

3. The child may have difficulty with activities of daily living (e.g., dressing, using a knife and fork, brushing teeth, doing up zippers, organizing a backpack).

4. The child may have difficulty completing work within an expected time frame. Since tasks require much more effort, children may be more willing to be distracted and may become frustrated with a task that should be straightforward.

5. The child may have general difficulties organizing his/her desk, locker, homework, or even the space on a page.

If a child exhibits any number of the above characteristics and if these problems are interfering with the child's ability to participate successfully at home, at school, or in the community, then it is important to have the child seen by a family doctor or paediatrician. The medical practitioner may then refer the child to a health service provider at a local children's hospital or treatment centre or to another community agency.

It is not uncommon for parents or educators to be told that a child will "grow out" of their difficulties. However, studies have now shown quite conclusively that most children do not outgrow these problems. While children do learn to perform certain motor tasks well, they will continue to have difficulty with new, age-appropriate tasks. It is important to recognize these motor difficulties because children with DCD are more likely to develop academic and behavioural problems, demonstrate low self-esteem, depression, and anxiety, and they are at greater risk of becoming overweight.

The Role of Therapists

Occupational therapists (OTs) and physiotherapists (PTs) are educated and trained in analyzing motor skill development and also in determining the ability of a child to cope with the demands and activities of everyday life. Both are uniquely suited for making recommendations for the management of a child with movement problems. In today's health care environment, OTs and PTs often function in the role of consultant; this is particularly true of therapists working within school settings. In a consultant role, the therapist will observe the child performing tasks that are difficult for him/her and make recommendations to his/her parents and educators. These recommendations may include: strategies or accommodations to assist with tasks at home, at school, or in the community; modifications to the child's environment; ways to promote physical activity and increase participation; guidelines on choosing community leisure and sports activities that are matched to the child's interests and abilities; and assistance with setting appropriate expectations to ensure success.

OTs and PTs can help parents, educators and the child to develop a better understanding of the coordination difficulties that the child is experiencing. It is important that parents and educators identify and learn to manage these problems early in order to prevent secondary complications. The child may need to be taught strategies to compensate for his/her motor problems and must be given adequate opportunities to practice those motor skills that need to be learned.

It is important to educate children with DCD so they become aware of their strengths, as well as their limitations, and so that they gain an understanding of ways in which they may compensate for any difficulties. Children will then be more likely to experience success and may be more willing to attempt activities that they find difficult.

If a child is experiencing a great deal of difficulty or is demonstrating secondary emotional and behavioral problems, the OT or PT may decide to work with the child individually. The therapist may do some direct skill teaching of motor tasks that the child needs or wants to learn. S/he may also use a cognitive approach that teaches the child problem-solving strategies that will help the child learn new motor tasks (this type of approach requires a therapist to have extra training). In either case, the reasons and plan for treatment will be discussed with the parent and child. Although in most cases the coordination difficulties do not disappear, children can show considerable improvement in their ability to perform specific tasks and can be helped to participate successfully at home, at school, and in the community.

The Role of Educators and Parents

There are many small modifications that can make life easier for a child with DCD. Here are a few ideas that may be useful; an OT or PT may have additional suggestions.

1. Encourage the child to participate in games and sports that are interesting to him/her and which provide practice in, and exposure to, motor activities. Physical activity and enjoyment should be emphasized rather than proficiency or competition.

2. Try to introduce the child to new sports activities or a new playground on an individual basis, before he/she is required to manage the activity in a group. Try to review any rules and routines that are associated with the activity (e.g., baseball rules, soccer plays) at a time when the child is not concentrating on the motor aspects. Ask the child simple questions to ensure comprehension (e.g., "What do you do when you hit the ball?"). Private lessons may be helpful at certain points in time to teach the child specific skills.

3. The child may exhibit a preference for, and perform better at, individual sports (e.g., swimming, running, bicycling, skiing) rather than team sports. If this is the case, then try to encourage the child to interact with peers through other activities that are likely to be successful (e.g., cubs, music, drama, or art).

4. Encourage the child to wear clothing to school that is easy to get on and off. For example, sweat pants, sweat shirts, t-shirts, leggings, sweaters, and Velcro shoes. When possible, use Velcro closures instead of buttons, snaps or shoelaces. Teach the child how to manage difficult fasteners when you have more time and patience (e.g., on the weekend, or over the summer) rather than when you are pressured to get out the door.

5. Encourage the child to participate in practical activities that will help improve his/her ability to plan and organize motor tasks. For example, setting the table, making lunch, or organizing a knapsack. Ask questions that help the child focus on the sequence of steps (e.g., "What do you need to do first?"). Recognize that, if your child is becoming frustrated, it may be time to help or to give specific guidance and direction.

6. Recognize and reinforce the child's strengths. Many children with DCD demonstrate strong abilities in other areas - they may have advanced reading skills, a creative imagination, sensitivity to the needs of others, and/or strong oral communication skills.

At School

Educators and parents can work together to ensure that the child with DCD experiences success at school. Parents may find it helpful to meet with the educator near the beginning of the school year to discuss their child's specific difficulties and to make suggestions about strategies that have worked well. An Individualized Education Plan (IEP) may be needed for some children; however, the following accommodations may be sufficient for others.

In the Classroom

1. Ensure that the child is positioned properly for desk work. Make sure that the child's feet are flat on the floor, and that the desk is at an appropriate height with the shoulders relaxed and the forearms comfortably supported on the desk.

2. Set realistic short-term goals. This will ensure that both the child and educator continue to be motivated.

3. Provide the child with extra time to complete fine motor activities such as math, printing, writing a story, practical science tasks, and artwork. If speed is necessary, be willing to accept a less accurate product.

4. When copying is not the emphasis, provide the child with prepared worksheets that will allow him/her to focus on the task. For example, provide children with prepared math sheets, pages with questions already printed, or 'fill in the blank' for reading comprehension questions. For study purposes, photocopy notes written by another child.

5. Introduce computers as early as possible to reduce the amount of handwriting that will be required in higher grades. Although keyboarding may be difficult initially, it is a very beneficial skill and is a skill at which children with movement problems can become quite proficient.

6. Teach children specific handwriting strategies that encourage them to print or write letters in a consistent manner. Use thin magic markers or pencil grips if they seem to help the child improve pencil grasp or to reduce pencil pressure on the page.

7. Use paper that matches the child's handwriting difficulties. For example: i) widely spaced lines for a child who writes with very large lettering; ii) raised, lined paper for a child who has trouble writing within the lines; iii) graph paper for a child whose writing is too large or improperly spaced; iv) graph paper with large squares for a child who has trouble keeping numbers aligned in mathematics.

8. Focus on the purpose of the lesson. If a creative story is the goal, then accept messy handwriting, uneven spacing and multiple erasures. If the goal is to have the child learn to set up a math problem correctly, then allow time to do it even if the math problem does not get solved.

9. Consider using a variety of presentation methods when asking the child to demonstrate comprehension of a subject. For example, encourage children to present a report orally, use drawings to illustrate their thoughts, type a story or report on the computer, or record a story or exam on a tape recorder.

10. Consider allowing the child to use the computer for draft and final copies of reports, stories and other assignments. If it is important to see the "non-edited" product, ask the child to submit both the draft and final versions.

11. When possible, encourage the child to dictate stories, book reports, or answers to comprehension questions to the educator, a volunteer, or another child. For older children, voice recognition software can be introduced as soon as the child's voice patterns have matured enough that they are consistent.

12. Provide additional time, and/or computer access, for tests and exams that require a lot of written output.

In Physical Education

1. Break down the physical activity into smaller parts while keeping each part meaningful and achievable.

2. Choose activities that will ensure success for the child at least 50% of the time and reward effort, not skill.

3. Incorporate activities that require a coordinated response from arms and/or legs (e.g., skipping, bouncing and catching a large ball). Encourage children to develop skills using their hands in a dominant/assistant fashion (e.g., using a baseball bat or a hockey stick).

4. Keep the environment as predictable as possible when teaching a new skill (e.g., place a ball on a T-ball stand). Introduce changes gradually after each part of the skill has been mastered.

5. Make participation, not competition, the major goals. With fitness and skill-building activities, encourage children to compete with themselves, not others.

6. Allow the child to take on a leadership role in physical education activities (e.g., captain of the team, umpire) to encourage them to develop organizational or managerial skills.

7. Modify equipment to decrease the risk of injury to children who are learning a new skill. For example, Nerf balls in graduated sizes can be used to develop catching and throwing skills.

8. When possible, provide hand-over-hand guidance to help the child get the feel of the movement - for example, by asking the child to help the educator demonstrate a new skill to the class. Also, talk out loud when teaching a new skill, describing each step clearly.

9. Focus on understanding the purpose and the rules of various sports or physical activities. When a child understands clearly what he/she needs to do, it is easier to plan the movement.

10. Give positive, encouraging feedback. If providing instruction, describe the movement changes specifically (e.g., "you need to lift your arms higher").

In the Community

1. Encourage exposure to physical activities for fun and participation, with an emphasis on health and fitness.

2. Consider lifestyle sports such as swimming, skating, cycling, and skiing to maintain or improve strength and overall endurance.

3. Keep in mind the potential need for extra support or individual lessons with sporting activities, especially as higher skill levels must be reached.

4. Ensure safety through the use of protective gear (wrist guards, helmets) with physical activities.

5. Help coaches, sports instructors, and community leaders understand the child's strengths and challenges so they can support and encourage them to be successful.

6. Encourage children to engage in activities that are non-motor based such as music, drama, clubs to promote social experiences and the benefits of social participation.

Summary

Developmental Coordination Disorder is a motor skill disorder that interferes with children's ability to perform many tasks that are required every day. Children with DCD are a mixed group. Any given child may present with a variety of different problems.

Educators and parents who are with a child every day may be the first to notice the difficulties that the child is experiencing. It is important for the child to be seen by a physician at an early age to rule out other medical reasons for their motor difficulties. Children with DCD who are not recognized may experience failure and frustration, are often perceived to be lazy or unmotivated, and may develop additional physical, social, and behavioural problems.

Intervention for children with DCD may include referral to an occupational therapist or physiotherapist. An OT and/or PT will help the child learn to perform daily tasks more successfully and will make recommendations to parents and educators regarding the participation of children with DCD at home, in the classroom, on the playground, and in leisure activities in the community.

Contrary to the widely accepted belief that children with DCD will outgrow their problems, studies have demonstrated that children may acquire certain skills with extra practice but new motor skills will still be a problem. Children with DCD require early intervention to help them learn strategies to compensate for their coordination difficulties, to feel better about themselves as individuals, and to prevent other secondary issues from developing.

Resources

Many resources about children and youth with DCD can be found on the CanChild website at: www.canchild.ca (click on "Developmental Coordination Disorder").

These include:

Information for Physicians and other Health Professionals

Flyers and Resources for Educators

Typing/Keyboarding and School-Related Recommendations

Encouraging Physical Activity

List of Books/Other Resources

If you have found this booklet to be helpful, please let us know:

McMaster University
School of Rehabilitation Science
1400 Main St. West, IAHS Bldg, Rm 408
Hamilton, ON L8S 1C7

Tel: (905) 525‐9140 ext 27850
canchild@mcmaster.ca
www.canchild.ca

© C. Missiuna, L. Rivard & N. Pollock, 2011; CanChild Centre for Childhood Disability Research, McMaster University

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