Dyspraxia and Motor Coordination Difficulties
Supported learning for teaching professionals
Flexible self-paced learning
Prices from £90
About motor coordination difficulties
In many classrooms there are learners who have difficulty with:
Having worked towards these goals with various children, it has not only given me new found confidence in my abilities but has also given the children more confidence too.
- fine motor skills, such as writing, drawing, and using scissors, and manual dexterity
- gross motor skills, such as walking up and down stairs, dressing, eating and coordination
- playground and sports activities, such as running, jumping and catching or kicking a ball
- low self-esteem as a result of their difficulties
These learners may have motor coordination difficulties, also known as developmental coordination disorder or dyspraxia. They could also have co-occurring difficulties such as speech and language difficulties, poor organisational skills, challenging behaviour and social difficulties.
This training has been very informative and has given me confidence. The school is planning to implement an intervention using the skills I have learnt. Thank you.
Who is the course for?
Our Dyspraxia and Motor Coordination Difficulties course is perfect for those who work with children in schools, such as teachers, teaching assistants, SENCO’s and school leaders. The target age range is compulsory education (4-18 years) but the course may also be useful in early years settings. Our course will also be of benefit to parents looking for support with managing motor difficulties.
Why join the course?
Participants’ pre and post-course evaluations demonstrate significantly increased confidence in identifying, assessing and supporting learners with motor difficulties.
Ability to meet the needs of learners with motor coordination difficulties
- Not confident
- Somewhat confident
- Fairly confident
- Very confident
As of August 2019
This course looks at the impact that motor coordination difficulties can have on a learner’s life. It shows how you can make your classroom and practice more inclusive for these learners and offers practical assessment ideas and intervention strategies.
See what people say about our courses...
As a result of working towards these goals, I have become more aware of the needs of the students I am supporting in the class. By having goals and knowing that specific method of intervention, I am able to better support in the student's learning.
This course aims to develop the knowledge, understanding and skills of all those working with children and young people with motor coordination difficulties to support inclusive practice.
Learn about the characteristics and range of impairments associated with motor coordination difficulties, and understand the difficulties learners can have in planning and carrying out movement. Experience what it may feel like to have motor coordination difficulties.
Assessment for Learning
Explore the main types and purposes of assessment, and using checklists to carry out observations. Understand how and when to refer children to multi-professional teams for motor assessment.
Learn strategies to enable learners to build and master motor skills, and understand how to modify tasks and the classroom environment to help them succeed. Recognise the importance of making reasonable adjustments in social and sporting activities to maximise the inclusion of learners with motor difficulties.
View real examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.
What you will learn
On successful completion of the course, participants will be able to:
- recognise and describe the main features of motor learning difficulties
- describe, using correct terminology, the difficulties learners can have in planning and carrying out movement
- identify the characteristics and range of impairments associated with motor coordination difficulties
- refer children for motor assessment to the appropriate multi-professional teams
- use checklists to carry out observations of a child’s motor skills
- apply a graduated response to meeting the needs of learners with motor difficulties using the assess, plan, do review cycle
- employ strategies that enable learners to build and master motor skills
- modify tasks, alter expectations and change the classroom environment to help learners meet with success
- make reasonable adjustments in social and sporting activities to maximise the inclusion of learners with motor difficulties
- set SMART goals and implement strategies for improving learner outcomes