Completely revised and updated in light of the new SEND 2014 Code of Practice, this new edition supports teachers in making good provision for children and young people with a range of co-ordination difficulties.

Offering practical tips and strategies on how to meet the needs of children and young people with dyspraxia and other coordination difficulties in a range of educational settings, this book features timesaving checklists, templates and photocopiable resources to support professional development. The wide-ranging and accessible chapters explore topics including:

  • Identification of different types of motor co-ordination difficulties
  • Implications for classroom practice
  • Understanding core skill development
  • Assessment practices

Written by practitioners, for practitioners, it also contains a wealth of tried and tested strategies and provides clear best-practice guidance for developing outstanding provision in inclusive settings.

Susan Coulter – Senior Support Teacher for the Education Service for Disability at Hull City Council, UK
Lesley Kynman - Senior Support Teacher for the Education Service for Disability at Hull City Council. UK
Elizabeth Morling - SEN consultant and series editor
Rob Grayson – Team Leader, Integrated Physical and Sensory Services at Hull City Council, UK
Jill Wing – Senior Support Teacher, Integrated Physical and Sensory Services at Hull City Council, UK

chapter |2 pages


part 1|31 pages

An overview of co-ordination difficulties

chapter 1|3 pages

Making sense of the senses

chapter 2|2 pages

Understanding physical development

chapter 4|1 pages

Overlapping conditions

chapter 8|1 pages

Home–school partnership

chapter 9|6 pages

General school issues

chapter 10|2 pages

Support staff: roles and responsibilities

part II|33 pages

Understanding core skill development

part III|58 pages

Strategies to address the educational implications of co-ordination difficulties

chapter 22|1 pages

Classroom activities

chapter 23|3 pages

Sitting position for class activities

chapter 24|4 pages

Teaching handwriting

chapter 25|2 pages

Assessing handwriting

chapter 26|4 pages

Interventions following assessment

chapter 27|5 pages

Handwriting samples

chapter 28|2 pages

Alternative recording strategies

chapter 29|3 pages

Teaching keyboard skills

chapter 30|2 pages

Early keyboard skills checklist

chapter 31|1 pages

Teaching dictation skills

chapter 32|3 pages

Teaching scissor skills

chapter 33|2 pages

Scissor skills checklist

chapter 34|2 pages

Independence skills

chapter 35|3 pages

Developing self-help skills

chapter 36|2 pages

Dressing skills progression and checklist

chapter 37|5 pages

Teaching dressing skills

chapter 38|3 pages

Communication and social skills

chapter 39|2 pages

Promoting self-esteem

chapter 40|3 pages

Personal organisation

chapter 41|2 pages

Suggestions for teenagers