Early Years (FD) and Dyspraxia

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Brief description of Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Learning Support (FD) and Dyspraxia

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Brief description of Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Education Studies and Dyspraxia

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Brief description of Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Psychology and Dyspraxia

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Psychology and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Sociology and Dyspraxia

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Sociology and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during sociology studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

History and Dyspraxia

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History and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

General Business and Management and Dyspraxia

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General Business and Management and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Manufacturing Management (FD) and Dyspraxia

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Manufacturing Management and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

International Foundation Diploma and Dyspraxia

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International Foundation Diploma and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during their studies, especially during practical sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Biosciences and Dyspraxia

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Biosciences and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during biosciences studies, especially during practical and field work sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Geography and Dyspraxia

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Geography and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during geography studies, especially during practical and field work sessions. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

Dyspraxia

Challenges and Subjects – this link takes you to challenges and subjects associated with this disability.


Brief description of Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia have on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

Detailed description of Dyspraxia

Some people with dyspraxia have tactile defensiveness – they are over-sensitive to touch. Others may have articulatory dyspraxia, which causes difficulties with speaking and pronunciation. People with dyspraxia often have low self-esteem. They may experience depression, have mental health problems and experience emotional and behavioural difficulties.

Characteristics Impacting on Learning and Teaching

Students with dyspraxia can possess the following strengths:
  • Creative and original thinking.
  • Good strategic thinking and problem-solving.
  • Determined and hard-working.
  • Highly motivated.
  • Able to develop their own strategies to overcome difficulties.

Students may experience difficulties in some, or all, of the following areas:

  • Gross motor skills: poor performance in sport, general clumsiness, poor balance, and difficulties in learning skills involving coordination of body parts, e.g. riding a bike or swimming.
  • Manual and practical work: problems using computer keyboards and mice, frequent spills in the laboratory and elsewhere, difficulty measuring accurately, slow, poor or illegible handwriting, messy presentation/work and problems with craft-work, cookery, etc.
  • Personal presentation and spatial skills: untidy and rumpled appearance, clumsy gait, poor posture, frequent bumping into things and tripping over and can be poor at sport, especially team and ball games.
  • Memory and attention span: poor attention span, poor short term memory, easily distracted in class, especially by noise and bright lights, difficulty following class discussions, slow retrieval of information, especially when under stress; may become disorientated e.g. getting lost in buildings and in new environments.
  • Written expression: erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and may be slow to complete work.
  • Visual and oral skills: trouble keeping place while reading and writing (tracking problems), poor relocating – cannot easily look from blackboard/overhead to notes, difficulty word finding, and wrong pronunciation of newly-introduced words, speaking indistinctly, loudly, fast or slowly, interrupting inappropriately and difficulty learning foreign languages.
  • Numerical and mathematical skills: tendency to reverse and mistype numbers, signs or decimal points, frequent and apparently careless mistakes, particular difficulty with geometry – both drawing and using equipment such as a compass or protractor and difficulty with spatial awareness e.g. drawing shapes, graphs, tables, etc.
  • Social, communication and emotional difficulties: problems with oral interaction and communication, low self-esteem and lack of confidence, frustration, defensiveness or aggression, over-talkative and excitable behaviour, withdrawn and reserved or may experience anxiety, stress and depression.

Nursing and Dyspraxia

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Nursing and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia such as erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and they may be slow to complete work. Specific difficulties that may affect the dyspraxic student nurse might include: difficulties with manual and practical work including frequent spillages, difficulty measuring accurately and slow, poor or illegible handwriting, personal presentation and spatial skills including untidy and rumpled appearance, clumsy gait, poor posture, and frequently bumping into things / tripping over, difficulties with memory and attention span including ease of distraction, particularly by noise and lighting, difficulty following discussions, slow retrieval of information, and possible disorientation, especially in unfamiliar surroundings, and social, communication and emotional difficulties including problems with oral interaction and communication, low self-esteem / lack of confidence, frustration, defensiveness or aggression, over-talkative and excitable behaviour, withdrawn and reserved or may experience anxiety, stress or depression.

 

Physiotherapy and Dyspraxia

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Physiotherapy and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia such as erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and they may be slow to complete work. Specific difficulties that may affect the dyspraxic student physiotherapist might include: difficulties with manual and practical work including frequent spillages, difficulty measuring accurately, difficulty adopting manual techniques and slow, poor or illegible handwriting, personal presentation and spatial skills including untidy and rumpled appearance, clumsy gait, poor posture, and frequently bumping into things / tripping over, difficulties with memory and attention span including ease of distraction, particularly by noise and lighting, difficulty following discussions, slow retrieval of information, and possible disorientation, especially in unfamiliar surroundings, and social, communication and emotional difficulties including problems with oral interaction and communication, low self-esteem / lack of confidence, frustration, defensiveness or aggression, over-talkative and excitable behaviour, withdrawn and reserved or may experience anxiety, stress or depression.

 

Social Work and Dyspraxia

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Social Work and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia such as erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and they may be slow to complete work. Specific difficulties that may affect the dyspraxic student social worker might include: difficulties with manual and practical work including frequent spillages, difficulty measuring accurately and slow, poor or illegible handwriting, personal presentation and spatial skills including untidy and rumpled appearance, clumsy gait, poor posture, and frequently bumping into things / tripping over, difficulties with memory and attention span including ease of distraction, particularly by noise and lighting, difficulty following discussions, slow retrieval of information, and possible disorientation, especially in unfamiliar surroundings, and social, communication and emotional difficulties including problems with oral interaction and communication, low self-esteem / lack of confidence, frustration, defensiveness or aggression, over-talkative and excitable behaviour, withdrawn and reserved or may experience anxiety, stress or depression.

 

Veterinary Science and Dyspraxia

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Veterinary Science and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia such as erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and they may be slow to complete work.

Specific difficulties that may affect the dyspraxic student undertaking a course in veterinary science might include: difficulties with manual and practical work including frequent spillages, difficulty measuring accurately and slow, poor or illegible handwriting, personal presentation and spatial skills including untidy and rumpled appearance, clumsy gait, poor posture, and frequently bumping into things / tripping over, difficulties with memory and attention span including ease of distraction, particularly by noise and lighting, difficulty following discussions, slow retrieval of information, and possible disorientation, especially in unfamiliar surroundings, and social, communication and emotional difficulties including problems with oral interaction and communication, low self-esteem / lack of confidence, frustration, defensiveness or aggression, over-talkative and excitable behaviour, withdrawn and reserved or may experience anxiety, stress or depression.

 

Computing and Dyspraxia

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Computing and Students with Dyspraxia

Brief description of Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties using a keyboard and/or a mouse so they may need to use specialist equipment. However, it is known that individuals with dyspraxia can possess extremely good strategic thinking and problem-solving skills, so this can give them an advantage when it comes to solving problems and computer programming.

 

Dance, Drama and Performance and Dyspraxia

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Dance, Drama and Performance and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with their gross motor skills which can affect their ability to balance and learn skills of coordination. They may also experience clumsy gait, poor posture and a tendency to bump into things or trip over things. These are all factors that can affect a student during dance and drama studies. However, students are also likely to be able to develop their own strategies to overcome any difficulties. Tutors will therefore need to be mindful of the difficulties a dyspraxic student may be facing and if necessary, communicate with them about alternative teaching or assessment methods that may be more suited to the individual student.

 

English and Dyspraxia

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English and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia such as erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and they may be slow to complete work. In these instances it may be relevant to adopt some of the good practice for dyslexic students i.e. sensitive marking, extra time for written assignments, etc.

Hospitality, Leisure, Sport and Tourism and Dyspraxia

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Hospitality, Leisure, Sport and Tourism and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is likely that dyspraxic students will experience difficulties with their gross motor skills leading to poor performance in sport, general clumsiness, poor balance, and difficulties learning skills involving coordination of body parts, e.g. riding a bike or swimming. This may affect their performance on sports studies courses and adjustments that suit the individual student may need to be made. Other difficulties that may affect students on hospitality, leisure, sport or tourism courses might include: difficulties with manual and practical work, including problems using computer equipment, conducting laborary experiments, slow, poor or illegible handwriting and problems with manual tasks, cookery, etc., problems with personal presentation and spatial awareness including an untidy and/or rumpled appearance, clumsy gait, poor posture, frequent tripping and poor at sport especially team games requiring coordination, and social, communication or emotional difficulties including problems with oral interaction and communication, low self-esteem and lack of confidence, frustration, defensiveness or aggression, over-talkative and excitable behaviour, withdrawn and reserved behaviour or prone to anxiety, stress and/or depression.

Mathematics, Statistics and Operational Research and Dyspraxia

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MSOR and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in a day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia or dyscalculia such as a tendency to reverse or mistype numbers, signs or decimal points, frequent and apparently careless mistakes, particular difficulty with geometry – both drawing and using equipment such as a compass or protractor and difficulty with spatial awareness e.g. drawing shapes, graphs, tables, etc. In such instances it may be relevant to adopt some of the good practice for dyslexic students i.e. sensitive marking, extra time for written assignments, one-to-one specialist support, etc.

Music and Dyspraxia

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Music and Students with Dyspraxia

Dyspraxia is a specific learning difficulty that affects the brain’s ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. The effects that dyspraxia has on a person’s ability to function in their day-to-day environment, as well as in a learning environment can vary, depending on the degree of difficulty.

It is possible that dyspraxic students will experience difficulties with memory and attention span and be easily distracted in the learning environment. They may also experience some difficulties similar to characteristics of dyslexia such as erratic spelling and punctuation, awkward and confused sentence structure, poor proof-reading, inclusion of irrelevant material in essays and they may be slow to complete work. In addition to this, particular difficulties that dyspraxic students undertaking music programmes might include: problems with gross motor skills leading to difficulties learning skills involving coordination of body parts, e.g. playing an instrument, difficulties with manual and practical work including poor or illegible handwriting affecting their ability to write musical scores and problems with short-term memory or attention span leading to stress and anxiety associated with memorising pieces of music for presentation purposes.