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Dyspraxia in Further and Higher Education.

Young people with Dyspraxia may be noticeable but may have perfected so many wonderful coping strategies that you will often miss the fact that they might really be struggling. Dyspraxia affects the whole person. It is like they have no fine tuning and people who are affected by the condition execute things in a rather inefficient manner. Many people who come into contact with them do not understand and so these individuals are often seen as irritating and a bit of an enigma. Staff in Colleges and Universities should bear in mind that many young people with Dyspraxia will have survived an enormous amount of pressure and endured many bad educational experiences by the time they are sixteen. They are usually bright and willing individuals but they do require understanding, acknowledgement and support. They may present with difficulties in the following areas: In manual and practical work. Hand writing. Written expression. Organisational skills. Memory and attention span. Directionality. Oral skills. Numeracy. Visual processing. Social and emotional difficulties. Assessment. This is very important in ascertaining the persons strengths and weaknesses. A GP may be the first step, but there are other specialists who may carry out assessments on adults with specific learning difficulties. This can include: Psychiatrists and psychologists. Occupational therapists. Behavioural optometrist. Neurologists. Facilities will vary from area to area, and it is worth contacting a local support group to find out who may be helpful in any particular locality. There is a specialist assessment centre in Cardiff, but the student will need NHS funding as costs can be considerable. (see: www.dyscoverycentre.co.uk) Counselling. The vast majority of young adults with Dyspraxia will have a low self esteem and may require access to counselling, relaxation classes, assertion training, exercise, and complimentary or conventional medicine. Study support. Study skills classes may be useful but lecturers can employ a number of useful strategies to support students. These include: Provision of clear handouts.

Indication of reading priorities. Allowing extra time. Giving new information more than once. Encourage the student to ask questions. Allowing tape recorders in class. Multi-sensory material. Quiet, clutter free areas for study. Writing down main points. Giving help with structure and organisation. Offer examples. Focus on content and not presentation. Try/accept mind mapping. Extra time in exams. A scribe.

Practical work. Care is needed to assist students to manage practical courses where the handling of dangerous/expensive/fragile equipment is concerned. Use clamps to secure equipment. Dycem (sticky) matting. Use technology (food processors, automatic tin openers, hair clippers etc). Demonstrate what you want. Provide a helper (a sympathetic peer would be great!). Technological aids. Yes, yes, and thrice yes. There are some wonderful aids available. Such as: Computers Word predictors. Lap tops. Speech activated software. Colour printers. Special monitors, coloured overlays, ergonomic keyboards. Ability net will often offer assessments free of charge. (www.abilitynet.org.uk) How students can help themselves. Have realistic expectations and get enough information to choose the right course for you. Ask the right question: Is there lots of writing? Are there meals available on campus? What grants are available? How is the course assessed? What qualification will you get? How much support is there? Are there any buddy networks? Support groups, counselling services are worth checking out. Organisation Look for ways to help yourself. These may include:

Use plastic wallets. Keep a diary Make lists Prioritise. Use a Dictaphone. Prepare a day in advance. Use mind maps Use computer programmes. Plan ahead. Take frequent breaks when studying. Breakdown information into manageable chinks. Use all your senses.

With understanding and repetition, practice and a little more repetition people with Dyspraxia can master almost anything they put their minds to. Take time to try and understand their difficulties so that you can support them effectively and successfully.

Gill Dixon 2004. Information adapted from Living with Dyspraxia: a guide for adults with developmental Dyspraxia. Compiled by Mary Colley and published by the Dyspraxia Foundation.

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