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Product Description
Synopsis
This guide takes a very practical view of dyspraxia in children aged five to 11 and considers ways of helping teachers and parents to understand this complex condition. The author looks at: how to identify children who have dyspraxia; what sort of intervention is necessary and appropriate; tried and tested strategies and activities to help children; case studies of children at school and at home; the social and emotional development of dyspraxic children; and how parents and teachers can interact most effectively to help the child. The book is based on a developmental framework and areas covered include making friends, coping with the curriculum and boosting the child's self-esteem. It provides advice and guidance on how to ensure that the most effective support is given to the child in school.
This guide takes a very practical view of dyspraxia in children aged five to 11 and considers ways of helping teachers and parents to understand this complex condition. The author looks at: how to identify children who have dyspraxia; what sort of intervention is necessary and appropriate; tried and tested strategies and activities to help children; case studies of children at school and at home; the social and emotional development of dyspraxic children; and how parents and teachers can interact most effectively to help the child. The book is based on a developmental framework and areas covered include making friends, coping with the curriculum and boosting the child's self-esteem. It provides advice and guidance on how to ensure that the most effective support is given to the child in school.
Inside This Book
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First Sentence
The Dyspraxia Foundation (Dyspraxia Trust 1997) describes the condition as, An impairment or immaturity in the organisation of movement which leads to associated problems with language, perception and thought. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
The Dyspraxia Foundation (Dyspraxia Trust 1997) describes the condition as, An impairment or immaturity in the organisation of movement which leads to associated problems with language, perception and thought. Read the first page
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Concordance
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover