ABSTRACT
Identification and intervention is important and home-based programmes are very effective in the pre-school years. Parents and teachers need to be aware of the relationship difficulties likely to be encountered by a youngster with dyspraxia. A prescriptive environment at home or in the classroom where the child is encouraged to engage in structured ‘play’ can be very beneficial. Motor learning difficulties are evident in a large proportion of youngsters who have failed in the educational system and find themselves placed in residential institutions for those experiencing emotional and behavioural difficulties or clinical depression. A detailed assessment of the child and subsequent access to specified remediation programmes can bring about dramatic social, emotional and educational improvements. Resources available for children with special educational needs are finite whether that means access to professional time or specialised equipment. Research is constantly providing with explanations and greater understanding of conditions such as developmental dyspraxia.
