The following tips & strategies were designed to help educators working with children affected with dyspraxia. As you scroll down, you will see we have provided useful tips that may work with certain individuals, and for others, different strategies are required.
Create a routine and stick to it. Consistency is very important. If possible, post the routine on the wall. If changes are required, make sure your child is informed about the changes well in advance of their implementation.
Create a stress-free environment for your child by buying clothes that are easy to put on: loose necks, no zippers, etc, boots and shoes that do not require tying.
Support your child by laying their clothes for them until they are able to do so themselves.Use utensils that are easy to hold and manipulate. Do not use flat plates with foods that can easily slide off. Do not fill glasses to the top.
Use common sense when serving or preparing meals. The same applies to a child’s lunch at school.
When you know you will have a child with dyspraxia contact the dyspraxia foundation. The foundation has much to offer and can help you better understand dyspraxia in children.Allow the child to visit the school several times prior to attending. The familiarity he/she feels with the layout of the school will help when the child begins attending.
Children with dyspraxia often have difficulty remembering.
Be patient and provide praise and positive comments. This is especially important when it comes time to go out for recess, doing timed activities or eating lunch.
The concept of time and its limitation by nature are difficult for a child with dyspraxia.
Children with dyspraxia may require more time to understand and organize their thoughts and activities.
Provide bite-sized activities, instructions, etc.
Repetition may be a constant.
Children with dyspraxia get tired faster. Often a teacher will notice the child may need a rest.
Provide them with such an opportunity while keeping in mind their self-esteem.
Provide a location that is safe and private, where they feel comfortable enough to rest.
It may be a good idea to verify the degree of understanding and of learning more often with a child with dyspraxia. Often their muscles may not be able to write as fast or read as fast with the materials provided. Allocating extra time or more opportunities may be necessary.
