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Another Dyspraxia thread!

(10 Posts)
SaryLiz Tue 21-Jun-11 14:11:40

I joined mumsnet today because I wanted to talk about getting my dd diagnosed with dyspraxia and the first thread I saw on the special needs board was a dyspraxia thread!! Different to mine so I am starting a new one. My dd is 6 (7 in August) and in year 2 at school. I have become increasingly frustrated this year as she does not seem to have made any progress at school. Her handwriting is terrible and she struggles to write a full sentence without coaxing. I have been looking for a reason as she has 2 relatively high IQ parents and we thought she would breeze through school without problems but she is in the bottom stream for everything and well below where she should be. Someone mentioned dyspraxia to me and I have been reading up on symptoms - she displays at least 50% of those I have found. I have asked for a meeting with her teacher and the senco at school. I don't know whether to book a GP appointment now or wait until I have met with her teacher. I'm really keen to get this sorted as we are moving and she is going into year 3 at a new school in Sept. I just want her to get the help she needs.
Any thoughts or ideas?

Aero Tue 21-Jun-11 14:31:35

If you have concerns over dyspraxia, I would suggest you see an Occupational Therapist. Dd has had many problems over the years and it was only when someone suggested that we see an OT that we have seen the full extent of what has been causing her difficulty at school. Your SENCO should be able to refer you (or you can self-refer). We have seen both an independant and a NHS OT who both saw the same difficulties in dd and have both recommended treatment and strategies to imporve her symptoms which we are currently undertaking. Dd is noow 10 and in Y6. Her problems were first highlighted in Y3 (although I had my concern long before then). It has taken this long to see the right person!

Aero Tue 21-Jun-11 14:33:05

ps - welcome to MN!! (My first post was seven years ago because I accidentally stumbled upon a thread regarding a breastfeeding problem I was having way back then!!) smile

castlesintheair Tue 21-Jun-11 14:38:43

I would also recommend taking your DD to see an OT. I took my DS to see a (private) one in year 2 and she diagnosed him there and then with dyspraxia. She saw him every week for about 6 months and did a lot of work on handwriting in particular. Mostly his pen/cil grip was the problem. He's in year 4 now and has been 'discharged' by both the nhs and private OTs. He was also one of the first children in his class to receive a 'pen licence' for having such good hand-writing in year 3 smile

SaryLiz Tue 21-Jun-11 14:45:29

Thank you both. I'm not sure we can afford a private OT but I will look into it. I hope we don't have to wait too long for a referral hmm

telsa Tue 21-Jun-11 16:44:19

SaryLiz - I am in exactly the same postion, though my daughter is 8 months younger. I have been waiting for a year for NHS OT help, referred by a Senco, and it is not forthcoming - so thinking of going private, but baulking at the cost. It would be interesting to hear how you fare.

SaryLiz Tue 21-Jun-11 17:18:33

telsa -well I will keep you updated but I don't hold out much hope as we were referred in Feb for a speech therapist and so far only a holding letter to tell us to wait for an appointment. It is complicated by the fact that we are moving from Hants to Somerset in August but I want to get the process underway. If we have been referred here I can hopefully get that referral transferred to Somerset.

IndigoBell Tue 21-Jun-11 18:30:00

Go to the GP, tell them your concerns, and ask for a referral to an OT. They might also want to refer you to a paed.......

If you can't afford private, then don't. It doesn't matter how long the dx takes. From now on you know she has problems, and you can start working on them.

Talk to the SENCO about her starting a handwriting intervention. WriteDance and Speed Up are good. Also schools use Fizzy. Or theraputty is what the OT recommended for us.....

(You don't need a dx for the SENCO to help you. She needs to have handwriting difficulties, which she has)

In order to write you need fine motor skills, gross motor skills, and good visual perception.....

She'll also need to do something to strengthen her shoulders and core muscles in order to improve her handwriting....... ( Wall press-ups, wheelbarrow races...)

If you search the main Primary Ed board you'll find loads of suggestions from mrz about how to improve fine and gross motor skills.

LIZS Tue 21-Jun-11 18:35:11

Speak to the SENCO , they may have a quicker route to get an assessment by an OT than if you go via gp and then paediatrician for a referral. We waited 18 months for ds to be seen on NHS and even then only got seen occasionally.

EllenJaneisnotmyname Tue 21-Jun-11 20:17:31

This is a fantastic list I copied and saved from a post by mrz Hope it inspires you!

Fine Motor Skills
Things to remember:
Upright working surfaces promote fine motor skills. Examples of these are: vertical
chalkboards; easels for painting; flannel boards; lite bright; magnet boards (or
fridge); windows and mirrors; white boards, etc. Children can also make sticker
pictures; do rubber ink-stamping; use reuseable stickers to make pictures; complete
puzzles with thick knobs; use magna-doodle and etch-a-sketch as well. The benefits
for these include: having the child's wrist positioned to develop good thumb
movements; they help develop good fine motor muscles; the child is using the arm
and shoulder muscles.
Fine Motor Activities
Moulding and rolling play dough into balls - using the palms of the
hands facing each other and with fingers curled slightly towards the palm.
Rolling play dough into tiny balls (peas) using only the finger tips.
Using pegs or toothpicks to make designs in play dough.
Cutting play dough with a plastic knife or with a pizza wheel by holding
the implement in a diagonal volar grasp.
Tearing newspaper into strips and then crumpling them into balls. Use
to stuff scarecrow or other art creation.
Scrunching up 1 sheet of newspaper in one hand. This is a super
strength builder.
Using a plant sprayer to spray plants, (indoors, outdoors) to spray snow
(mix food colouring with water so that the snow can be painted), or melt
"monsters". (Draw monster pictures with markers and the colours will run
when sprayed.)
Picking up objects using large tweezers such as those found in the
"Bedbugs" game. This can be adapted by picking up Cheerios, small cubes,
small marshmallows, pennies, etc., in counting games.
Shaking dice by cupping the hands together, forming an empty air space
between the palms.
Using small-sized screwdrivers like those found in an erector set.
Lacing and sewing activities such as stringing beads, Cheerios,
macaroni, etc.
Using eye droppers to "pick up" coloured water for colour mixing or
to make artistic designs on paper.
Rolling small balls out of tissue paper, then gluing the balls onto
construction paper to form pictures or designs.
Turning over cards, coins, checkers, or buttons, without bringing them to
the edge of the table.
Making pictures using stickers or self-sticking paper reinforcements.
Playing games with the "puppet fingers" -the thumb, index, and middle
fingers. At circle time have each child's puppet fingers tell about what
happened over the weekend, or use them in songs and finger plays.
Place a variety of forms (eg. blocks, felt, paper, string, yarn, cereal,
cotton) on outlines
Match shapes, colour, or pictures to a page and paste them within the
Self-Care Skills
Fastening Snaps
Using a screwdriver
Locking and unlocking a door
Winding a clock
Opening and closing jars
Rolling out dough or other simple cooking activities
Washing plastic dishes
Sweeping the floor
Scissor Activities
When scissors are held correctly, and when they fit a child's hand well, cutting
activities will exercise the very same muscles which are needed to manipulate a pencil
in a mature tripod grasp. The correct scissor position is with the thumb and middle
finger in the handles of the scissors, the index finger on the outside of the handle to
stabilize, with fingers four and five curled into the palm.
Cutting junk mail, particularly the kind of paper used in magazine
subscription cards.
Making fringe on the edge of a piece of construction paper.
Cutting play dough or clay with scissors.
Cutting straws or shredded paper.
Use a thick black line to guide cutting the following:
A fringe from a piece of paper
Cut off corners of a piece of paper
Cut along curved lines
Cut lines with a variety of angles
Cut figures with curves and angles
Sensory Activities
The following activities ought to be done frequently to increase postural muscle
strength and endurance. These activities also strengthen the child's awareness of
his/her hands.
Wheelbarrow walking, crab walking
Clapping games (loud/quiet, on knees together, etc.)
Catching (clapping) bubbles between hands
Pulling off pieces of thera-putty with individual fingers and thumb
Drawing in a tactile medium such as wet sand, salt, rice, or "goop".
Make "goop" by adding water to cornstarch until you have a mixture similar
in consistency to toothpaste. The "drag" of this mixture provides feedback to
the muscle and joint receptors, thus facilitating visual motor control.
Picking out small objects like pegs, beads, coins, etc., from a tray of salt,
sand, rice, or putty. Try it with eyes closed too. This helps develop sensory
awareness in the hands.
Midline Crossing
Establishment of hand dominance is still developing at this point. The following
activities will facilitate midline crossing:
Encourage reaching across the body for materials with each hand. It
may be necessary to engage the other hand in an activity to prevent
switching hands at midline.
Refrain specifically from discouraging a child from using the left hand
for any activity. Allow for the natural development of hand dominance by
presenting activities at midline, and allowing the child to choose freely.
Start making the child aware of the left and right sides of his body
through spontaneous comments like, "kick the ball with your right leg." Play
imitation posture games like "Simon Says" with across the body movements.
When painting at easel, encourage the child to paint a continuous line
across the entire paper- also from diagonal to diagonal.

I also have a busy finger box basically one of those plastic fold out workboxes for craft with lots of compartments

1. Pegs –
You need pegs of different sizes, clothes pegs, small bulldog clips, stationery clips etc. Get the children to use one hand only at a time. I usually get them to peg about 10 pegs of different sizes onto the sides of a gift bag. They might put them on with their left hand and take them off with their right.
They can also try squeezing the pegs between the first finger and thumb (on each hand) then the middle finger and thumb and so on.

2. Elastic bands –
Elastic gymnastics! – Start by putting 2 elastic bands (the same size) around the thumb, first and middle fingers, ask the child to open and close the fingers. Then add another 2 elastic bands and so on. The more you have on, the harder it is to move your fingers. These exercises help to develop the muscles which make the web space when writing.

3. Beads –
Get beads of different sizes and thread. Ask the children to thread some beads onto their string. The smaller the hole obviously the harder it is to thread. Develops hand/eye coordination.

4. Ball bearings and tweezers –
Put the ball bearings in one little box and ask the child to try and pick one ball bearing up at a time with the tweezers and place in a second small box. If this is too tricky try using Hama beads and tweezers.

5. Floam / Playdough –
These products are great for squeezing and rolling which provides necessary sensory feedback and helps to develop hand strength. Ask the children to squeeze the dough and roll it with the palm of their hand.

6. Doodle board –
The Doodleboard is just a way of children practising handwriting patterns or letters without having to commit them to paper. Provide some patterns and shapes to copy.

7. Gummed Shapes –
Give the children a sheet of plain paper and ask them to make patterns or pictures with the gummed shapes. Just picking up on shape at a time, licking it and then sticking it down all help to develop hand/eye coordination and the pincer grip.

8. Hama Beads –
Hama beads are good for pincer grip and hand/eye coordination. The children have patterned sheets to copy and peg boards to put them on.

9. Lacing cards –
Also good for hand/eye coordination. Just give each child one card to lace.

10. Bean bags –
Give a child 4-5 bean bags and place a container about 3 feet infront of them. Ask the child to try and get as many beanbags in the container as possible. (Hand/eye coordination)

11. Chalk and blackboard –
If you can, try and wedge the blackboard between two tables and provide the child with a piece of chalk in each hand. Ask them to draw the same pattern with both hands at the same time on both sides of the board. This helps develop bilateral movement.
Allow the children to draw patterns, shapes and letter shapes on the blackboard. The chalk gives sensory feedback and sound simultaneously.

12. Stencils –
Children can use the stencils to make a picture. Helps develop pencil control and special awareness among other things.

13. Feathers –
Ask the children to try and balance a feather on different parts of their body. This helps to develop balance and coordination.

14. Handhugger pens –
Hand hugger pens are the triangular shaped pens. These help the children to establish a better pencil grip.

15. Tissue paper strips –
Place the child’s palm (at the wrist) on the end of a strip of tissue paper. Ask them to only use their middle finger to get the paper to scrunch up under their hand.
Repeat, but this time place the side of the child’s hand on one end of the tissue strip and ask them to only use their thumb to scrunch up the paper and bring it under their hand.
These activities really help to develop the hand arch, web space and muscle tone of the hand.

16. Stickers –
Children love stickers. Just peeling them off provides an opportunity to develop fine motor skills and hand/eye coordination.

17. Peg boards –
These can be peg boards where the child has to place pegs in the holes, maybe copying patterns.
They can be the boards with plastic pegs already on where they have to stretch elastic bands between them to make patterns.

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