Develop your knowledge and understanding of Developmental Coordination Disorder (DCD)/Dyspraxia; the second most common disability next to Autism. Discover how DCD presents itself and its significant impact on learning, writing, organisation, self esteem, anxiety and life outcomes. This 6 hour accredited course will reveal the little known facts about the persistence of DCD as a cognitive and physical developmental difficulty, from early years, right through to Secondary School. Gain the ability to quickly and effectively identify DCD and heighten your awareness for other more serious health conditions as a possible cause of coordination difficulties. Use the checklists and the research and evidence based strategies to assist students with DCD/Dypraxia at school and at home.
- Understand Developmental Coordination Disorder DCD/Dyspraxia
- Identify the early warning signs of coordination disorders
- Be able to assess and provide early identification of unexpected delays due to possible medical conditions i.e. Brain tumors, cerebral palsy, etc.
- See how DCD presents across all ages
- Provide practical support for handwriting and fine motor skills
- Access the most recent DCD research-evidence
- Get a checklist to identify DCD students
- Have a checklist to assess Handwriting Difficulties/Dysgraphia
- Recognise the impact of DCD on learning and handwriting
- Gain 100’s of realistic, simple strategies for students of all ages
- Get practical resources to support DCD students at school and at home
- Discover ways to support students both in and out of the classroom
- Identify the impact of DCD on social skills
- Be at the forefront of implementing change within your school
- Support parents with strategies for use at home
- Understand the importance of working with a multidisciplinary team
- Put lifelong strategies in place
- Understand the interconnectivity of challenges in DCD
- View, practice and assimilate each step of the course
- 10 interactive, highly engaging video sessions
- A set of DCD screening tools
- Easy-to-implement practical strategies to teach motor skills concepts effectively
- Key recommendations to support every student
- A suite of multisensory teaching strategies
- 3 Infographic posters
- Evidence based knowledge to support colleagues in teaching students with DCD/Dyspraxia
- Further links to research and evidence-based screening and assessment tools for all ages
- An extensive series of reference sheets on:
- Early years risk factors for DCD
- Fact sheet for DCD
- Co-occurrence and what the research says
- Moving to learn and ways to encourage gym in the classroom
- Considering the sensory environment for the neurodiverse child
- Physical and social playground skills
- Providing support at playtime and lunchtimes
- Creating inclusive playgrounds
- Managing unstructured times within the school day
- Using scissors
- Riding a two wheeler bike
- Developing ball skills
- Best practices for nose blowing
- Toileting and personal care strategies
- School Age Checklist for DCD/Dyspraxia
- Age 3-5 Signs of DCD Checklist
- Handwriting Checklist
- Co-occurrence mini poster
- DCD quick reference sheet
- Activities/exercises to promote movement
- Handwriting support booklet
- Quick Reference Sheet for Identifying and helping with handwriting
- Writing skills activities
- Aids to help with letter reversals
- Developing scissor skills
- Mastering shoelace tying skills
- Socialising skills
- Teaching ball skills
- Playground skills
- Recess and lunch skills
- Creating inclusive playgrounds
- Managing unstructured times in school
- Practical strategies to support fine motor skills
- Practical strategies to support gross motor skills
- Activities to aid with dressing and skills for PE and to support parents
- Support for parents with teaching common childhood activities, including how to ride a bicycle
- Support with common activities of daily living, such as:
- Toilets and personal care
- Nose blowing
- Developmental Coordination Disorder
- The co-occurence of DCD and other difficulties
- Handwriting and DCD
Access to further training in SpLD’s
And so much more …..
What is Developmental Coordination Disorder (DCD)?• A definitive look at the definition, occurrence, research and diagnostic criteria of DCD.
• Delve into other childhood illnesses, including those that are commonly mistaken for DCD, as well as ones that overlap, making proper assessment difficult for the untrained observer.
• The vital role of early identification and teacher knowledge in early years.
• The common characteristics in DCD, both motor and non-motor, and their impact on learning.
How does DCD present in Early Years• The key factors in early identification of DCD.
• The ‘at risk’ indicators for teachers, parents and allied health professionals.
• DCD characteristics and the importance of personalised intervention strategies.
• How DCD in early years impacts the life journey of a child.
Practical Strategies for DCD/Dyspraxia Early Years• The key foundation stages of DCD.
• Developmental Stages in the Early Years, relating to self-care, gross motor skills and balance.
• Strategies for early years success; described and prioritised for independence.
• The stages of pre-writing development and pre-scissor skills.
• Research and evidence based strategies to aid writing and motor development.
How does DCD present in Primary/Elementary School?• Help in identifying the characteristics of DCD in primary/elementary aged learners based on observation in the classroom and in the schoolground.
• Quick reference checklists with highly effective tips for working with colleagues and parents to compile a profile of a student’s DCD difficulties.
Practical Strategies for DCD/Dyspraxia Primary/Elementary School• The most effective strategies for addressing DCD in the classroom and school.
• How to prioritise the best DCD strategies for the greatest impact.
• Understand the vital social and emotional aspects of DCD.
• Discover the environmental demands on students at school and home.
• Analysis of movement demands required to complete tasks.
How does DCD present in Secondary/High School?• The transition from Primary/Elementary School to High School for the child with DCD.
• Key insights around common transitional challenges.
• The interacting factors and the four main features of DCD in high school relating to motor and non-motor skills.
• DCD presentation and the persistent predictors of DCD.
• The DCD protective factors.
• The value of a personalised program for students with DCD in high school.
Practical Strategies for DCD/Dyspraxia Secondary/High School• A birds eye view of the characteristics of DCD in Secondary/High School.
• Explore a student profile and the strategies to support them.
• Look at the 8 pillars of support strategies for implementation within a high school setting.
• The value of using the ‘whole learner approach.’
• The vital non- motor, social and emotional support strategies
Screening for DCD/Dyspraxia in Early Years and Primary /Elementary School• Demystify the DCD screening process.
• Identify the triggers for conducting a screening for DCD.
• Delve into the research behind the main DCD impairments.
• Co-occurrence, screening tools and checklists.
• The research basis of screening tools.
• Research into DCD and Intelligence Assessments.
Practical Strategies for use at Home• Evidence-based practical strategies for supporting students and parents at home.
• The importance of a parent/teacher partnership approach.
• The 6 ‘F-words’ – Function, family, fitness, fun, friends and future.
• Setting priorities and routines matched to the student’s needs.
• Altering expectations and adapting the environment.
• Understanding the social/emotional impact and the importance of sleep.
Supporting Students with Handwriting Difficulties• Dive into DCD and Dysgraphia.
• Orthographic, phonological and graphomotor codes.
• Research into handwriting difficulty statistics and DCD.
• Co-existing difficulties such as text generation and transcription.
• Executive functioning and organisational skills.
• Classroom observation and teaching strategies.
• Discuss the best tools and adaptations for Handwriting in the classroom environment.
This course will contribute 6.5 hours of PD with the Australian Teacher Quality Institute.
These 6.5 hours of PD can be logged as self identified accredited professional development if you are from outside the above education authority.