Dyspraxia and ADHD
In the classroom, it can be difficult to distinguish between dyspraxia and ADHD because many of the symptoms are similar. Dyspraxic kids struggle to finish written projects and frequently submit sloppy work with erasure marks and poorly spaced letters and words.
In this situation, the rationale has to do with the fine motor abilities that are essential for handwriting. Because of the impulsivity that these children experience, their written work is frequently sloppy, requiring them to delete and restart phrases. It could also be due to their desire to move around rather than sit stationary and write.
When studying these youngsters, you may notice that both dyspraxic and ADHD children are slumped in their seats. It is due to the muscles required to maintain correct posture in dyspraxia, whereas children with ADHD may just be experimenting with different positions or displaying body language that indicates they are not paying attention and/or need to get up and walk about.
Teachers will notice that students with both characteristics are frustrated during sessions and are more likely to abandon written projects. When this is combined with low performance over time, they may acquire a negative attitude about academics. They may also have low self-esteem and lack classroom confidence. Both can have weak social skills, making them feel self-conscious around their peers.
Give specific directions.
Abstract information, such as instructions for a new task, may be difficult for children to focus on. Provide visual prompts and make instructions as clear as possible. When a child with ADHD also has auditory processing issues, this is very crucial (which is quite common with ADHD). You could also wish to offer an example of a finished activity, which is especially useful for youngsters who have trouble digesting information quickly.
If you're giving directions in writing, read them out loud as well. Before allowing students to begin, repeat instructions multiple times to ensure that they understand your expectations.
Tasks should be broken down into steps.
Students are more likely to complete complex assignments if they are presented in several steps by teachers. Planning can be difficult for dyspraxic children. It is much easier for teachers to get started if they divide a task into logical steps. It is preferable for children with ADHD to work in brief spurts so that attention can be maintained and breaks may be taken as needed.
Assist pupils in staying organized.
Teachers will assist students who struggle to organize themselves and their work by giving lots of folders and charts to prevent assignments and pieces of paper from becoming lost. Calendars and schedules with milestones or goals can also help a youngster with attention issues focus on one task at a time.
Allow students to type their assignments.
Because dyspraxia makes it difficult, if not impossible, for children to handle a pen or pencil, it is critical that these children be allowed to type rather than handwrite their work. Furthermore, allowing dyspraxic children and individuals with ADHD to work on a computer can minimize the messiness of their written work.
Because without the stigma of erasing marks and crossing out, editing, revising, and correcting can be done. See the list below for more information on the advantages of training children to touch type.
Make sure to give favorable feedback.
Many children with dyspraxia, ADHD, and other learning disabilities aren't accustomed to receiving favorable feedback from their teachers. At times, constructive criticism is required.
When this is all a child hears, though, he or she may come to believe they are failing in school and develop a negative self-image. That is why it is critical to uncover a child's capabilities, provide opportunities for them to display their abilities, and lavish praise on them in the classroom.