Try to ensure that
the child is sitting in an upright position with both feet flat on the floor.
If possible try to
give him/her a sloping surface to write on.
The child should
be seated away from doors and windows where there might be distractions. He/she
should be close enough to hear and see instructions given by the teacher.
Use sheets with
spaces for answers to reduce the amount of writing required.
Use lined paper
and if possible, attach it to the desk so that the child doesn't have to hold it
in place while writing.
Tasks should be
broken down into small components
instructions several times and keep them simple. If possible, tape record
coloured pens for each line when writing on board.
Avoid use of
'right' and 'left' and when giving directions try to name visually distinctive
Try to indicate
when lesson is nearing completion.
Indicate to the
pupil that you will answer his/her questions but at an appropriate time, e.g. when
the others have started; he/she needs to learn not to interrupt constantly.
Encourage use of
lists and diaries to help pupil get organized.
Try to offer
alternatives to team games so that pupil isn't put in a position where he/she might
'let the team down'.
child to remember where he/she are meant to be, i.e. use of written reminders or by
encouraging a 'buddy' to partner him/her between classes etc.
instructions are clear and precise. Pupils with Dyspraxia don't always
understand irony or sarcasm.
Pupils can often
be late because of difficulties remembering where they are supposed to be;
praise punctuality but don't challenge lateness, just find out why.
mnemonics to help short term memory - this is a good exam technique for all