Dyspraxia in Adolescence

The adolescent who has dyspraxia will still find difficulties with physical tasks, sequencing, organisation and perception. Handwriting will still be laborious and untidy but with help they should be gaining computer skills to compensate.

Some difficulties typically faced by the dyspraxic child are;
In school
· Finding their way around
· Too many changes of teacher, subject and classroom,
· Poor physical skills thereby leading to concerns over practical subjects such as
            Science, woodwork, metalwork  & using equipment safely
· Poor organisational skills, forgetting books and equipment, cannot remember what homework to do, forgets to hand homework in
· P.E. games, - getting changed quickly, team and ball games, following instructions,  poor balance etc.

Peer group pressure
Isolation, bullying,  trying to belong, immaturity, inability to read others signals  & appearance - putting on make up, shaving

Behaviour
Obsessive, compulsive, withdrawn, low self-esteem & lack of confidence

Sexuality 
Coping with body changes, menstruation & feelings

Remember that every child is individual and that there are many factors to take into account such as level of difficulties caused by dyspraxia, other associated difficulties, intelligence, personality and family support.

A  notebook/diary that  needs signing daily by parent and  a designated teacher, is a
good way of keeping each other informed.

As they get more capable,  try to encourage  them to pack  their own school bag
under  supervision.  Older  pupils  (if  they  can  read)  can  have  a  list  of  bag contents taped to the inside of their bag or inside their pencil case. Some find the see through pencil cases easier to use.

If  possible, arrange for  the child  to  visit the school during the school holidays to
get used to the school layout. Is there someone willing to be a 'buddy'.

Sit the  child  nearer to the front of the class or have notes photocopied instead of
written on black/white board?

Encourage the child to ask for help. Break instructions down and give one at a time.
Break  down tasks into small achievable targets. Do not give too much work and allow them to finish before moving on.

Remember  that  the  child  does need  a way to record his/her work. Some just need
more time, a suitable pen, sloping  work surfaces. Others work well with a word processor

Is there  more  suitable equipment for this child? Beware of the dangers lurking in
kitchens, woodwork rooms etc.

P.E.
Is there a more suitable activity? Are the changing rooms supervised? This child may have learnt the art of dressing by using his/her own coping strategies.  Can the child have more time to dress?

Could the  child be  allowed  to start  lunch early and get his/her food before the
arrival of all the other children? Is there a good range of food available for the child who still finds it difficult to use a knife and fork or the child who has a keen dislike of some textures?


Is there a  lunchtime  club  or  is there a group of other special needs children that
this child can access?

Make allowances by not expecting the same quality of work or understanding.

Ask for all staff including support assistants and 'dinner ladies' to be  informed of
your child's difficulties.

The school could build up the child's respect by treading carefully  in  the  first few
weeks.

The effect of peer group pressure should never be underestimated.
Build up self-esteem by teaching them a new skill or sport?
Help them to dress and look, like a teenager.
Sanitary protection should be changed on every visit to the toilet to become routine.

For a full information pack on Dyspraxia in Adolescence, please send a cheque for £2.50 to the Dyspraxia Connexion. Other information packs include Dyspraxia in the Primary Years and School Packs. We also provide training for schools and colleges