Developing School Provision for Children with Dyspraxia: A Practical Guide

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Edited by: Nichola Jones

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    About the Author

    Lois Addy is a senior lecturer in the School of Professional Health Studies at York St John. She has over 23 years experience as a paediatric occupational therapist having worked in mainstream/special schools and child development centres across the country.

    Lois is co-author of the Write from the Start perceptual-motor handwriting programme, published by LDA (UK) Ltd, and Making Inclusion Work for Children with Dyspraxia: Practical Strategies for Teachers, published by Routledge Falmer. She is also the author of the Speed-Up! kinaesthetic handwriting programme, and How to Understand and Support Children with Dyspraxia, both published by LDA (UK) Ltd. Lois is on the medical committee of the Dyspraxia Foundation and the editorial board of the National Association of Paediatric Occupational Therapists (NAPOT) and is a committee member of the National Handwriting Association.

    Sheila E. Henderson began her professional career as a PE teacher. After teaching for a short time she moved into psychology and gained a BA (first class), MA and PhD. In 1974, she took up a Research Lectureship in children with movement disorders at the Institute of Education, University of London where she now works part-time. Supported by research grants from the Medical Research Council, Action Research, Scope and numerous other charities, she has published over 100 monographs and papers in scientific and professional journals and edited volumes. These range in topic from the motor difficulties of children with Downs syndrome to educational concomitants of ‘clumsiness’, and include experimental studies of normal motor and cognitive development as well as large-scale medical follow-up studies of children at risk. The Movement Assessment Battery for Children, of which she is principal author, has been translated into ten languages and has become one of the most widely used measures of developmental coordination disorders in the world. She has lectured on her work throughout Europe, North America and the Far East.

    Diane Jenkins is a parent to Dale who attends a comprehensive school in Bridgend and who has been diagnosed with dyspraxia. Diane was instrumental in setting up a parent group for children with coordination difficulties in her local area. She has linked with the local education authority to provide her expertise and input as part of a task group set up to develop services for children with coordination difficulties.

    Nichola Jones trained and began her career teaching PE and later specialized in SEN. She is currently the assistant head of an advisory SEN service in Wales. Part of her role has been to help identify, assess and develop differentiated strategies for children with movement difficulties. Nichola was the Welsh president for NASEN and is currently a council member of the General Teaching Council in Wales. She is also a committee member of the National Handwriting Association. Her specific area of interest is in early years where she is currently conducting her PhD research.

    Christine Macintyre is an honorary fellow of Edinburgh University. Her first qualification was in physical education, followed by another in Psychology and these merged to give the research background for a PhD in ‘The Assessment of Movement’. She now conducts training and consultancy work on all aspects of Early Years, Special Educational Needs and research methods. She has written many books centred on the importance of movement for learning and the impact poor movement has on the intellectual as well as the social and emotional development of children. She lectures at conferences and offers professional development work at home and abroad.

    Gavin Reid is a senior lecturer in the Department of Educational Studies, Moray House School of Education, University of Edinburgh. He is an experienced teacher, educational psychologist, university lecturer, researcher and author. He has made over 500 conference and seminar presentations worldwide. He has authored, co-authored and edited twelve books for teachers and parents. He is the author of Dyslexia: A Practitioners Handbook (3rd edn, Wiley, 2003), Dyslexia: A Complete Guide for Parents (Wiley, 2004), Dyslexia and Inclusion (David Fulton/NASEN, 2005) and Learning Styles and Inclusion(Sage Publications, in press). He has also co-authored the Listening and Literacy Index (LLI) and the Special Needs Assessment Profile (SNAP) (Hodder & Stoughton).

    Philip Vickerman is Head of the Centre for Sport at Liverpool John Moores University. He has worked nationally and internationally on the inclusion of children with special educational needs in physical education. Recently Philip advised the DfES on the production of a CD-ROM resource that supports teachers to include children with SEN in PE. Philip regularly carries out training seminars for teachers and support assistants, and has published widely in many books and professional resources.

    Barbara Walsh has been involved in education all her life, working firstly in schools as a physical education teacher, then head of department as well as head of year. During this time the main focus in her teaching was to create an environment where success for all was achievable. She moved into higher education several years ago to work with trainee teachers of physical education and to continue with her philosophy for success. Barbara is currently Head of the Centre for Physical Education in the School of PE, Sport and Dance at Liverpool John Moores University.

  • References and Further Reading

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    Chapter 2 Specific Learning Difficulties: The Spectrum
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    Chapter 6 Developing a Gross Motor Programme for Children with Coordination Difficulties
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    Chapter 7 Adapting the PE Curriculum
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    Chapter 8 Working in Collaboration with the Therapist
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    Chapter 10 The Voice of the Child
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