Dyspraxia Foundation Survey of Educational Provision for pupils with Dyspraxia
With debate continuing around mainstream vs special school placement for pupils with a range of physical, learning and emotional/behavioural difficulties, the Foundation asked its members to identify the factors that determine the success of the provision
Summary of the returns
Parents of 79 students aged 5 to 19 years replied. Additional information was supplied by 17 young adults (19+) and, in most cases, their parents. In the cohort of 79, 51 were male 28 female: 39 were of primary school age (5-11), 32 secondary (11-15) and 8 were aged 16+.
There was evidence of marked variation of provision across a range of settings. Those discussed were: mainstream, mainstream with specialised unit and special schools/units which were day and residential and home education. In general girls had enjoyed more supportive experiences than boys and this was across all types of provisions.
Most parents described provisions as adequate, a minority were extremely positive.
These positive experiences were characterised by:-
• Students feeling valued
• Emphasis on strengths rather than weaknesses
• Opportunities for additional support from adults with understanding of dyspraxia
• Homework tailored to students’ needs
• Classwork as for other pupils but alternative means of recording
• Positive peer relationships
These experiences were evident across a range of settings: ultimately the success of the provision is determined by individual teacher qualities and their understanding of how difficulties can best be accommodated e.g. only needing to write for the same length time as everyone else even though the quantity may be far less than anyone else; don’t expect the child to stay in over break, lunchtime or at the end of the day.
Students 16+ felt more secure if they were introduced to staff at the setting prior to starting the course.
Opportunities for these students to attend additional ‘homework preparation’ classes proved positive especially when the groups were open to everyone not just targeting students with apparent SEN.
Opportunities to study subjects which had been deemed unsuitable or too difficult in earlier years had very positive outcomes.
In the 19+ group, of the 17 respondents, 11 were female and 6 male. Females appear to have more positive experiences, not just throughout full-time schooling but also in higher and further education which were probably the main factor in the students’ decision to continue with their education.
Schools/ colleges that are prepared to make different provision for individual students provide the most effective learning environments as those with the same diagnoses may have very different needs.
A full discussion of the returns will be available through the Foundation website in July 2006.