-
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
-
Repeat verbal
instructions several times and keep them simple. If possible, tape record
them.
-
Use different
coloured pens for each line when writing on board.
-
Avoid use of
'right' and 'left' and when giving directions try to name visually distinctive
landmarks.
-
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.
-
Post-primary
-
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'.
-
Help
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.
-
Ensure that
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.
-
Teach
mnemonics to help short term memory - this is a good exam technique for all
pupils!
