Raising Standards Together

Wrong learning pack? Change pack

MEP learning pack

Masters in Educational Practice: Child and adolescent development 0-19

6

Motor development

6.4

Implications of motor delay within education

Educators and parents can work together to ensure that the child with motor delays or disorders experience success at school. Parents/carers may find it helpful to meet with teachers at the beginning of the school year to discuss their child’s specific difficulties and to make suggestions about strategies that have worked well.

Activity

Encouraging movement across the curriculum and across ages and stages:

  • Discuss with your colleagues how you encourage movement in your school at different times and places.
  • What sports choices are there if a learner is not as keen on a team-based sport?
  • How can you build movement into a curriculum so all learners have the opportunity to exercise regularly?
  • How do you ensure that all learners access the exercise and movement opportunities including the less able learners?

There are practical steps that can be taken within the classroom and during activities such as:

Strategies for the classroom

  1. Ensure that the learner is positioned properly at their desk.
  2. Set realistic short-term goals.
  3. Provide the learner with extra time to complete fine motor activities such as maths, printing, writing a story, practical science tasks and artwork.
  4. When copying is not the emphasis provide the learner with prepared worksheets that will allow them to focus on the task.
  5. Introduce computers as early as possible to reduce the amount of handwriting that will be required in higher grades.
  6. Teach learners specific handwriting strategies that encourage them to print or write letters in a consistent manner.
  7. Focus on the purpose of the lesson.
  8. Consider using a variety of presentation methods when asking the learner to demonstrate comprehension of a subject.
  9. Consider allowing the learner to use the computer for draft and final copies of reports, stories and other assignments.
  10. When possible, encourage the learner to dictate stories, book reports, or answers to comprehension questions to the educator, a volunteer or another learner.
  11. Provide additional time, and/or computer access, for tests and exams that require a lot of written output.

Learning pack contents

Help us make the Digital Competence Framework better »

Use the form below to send us comments about this site or find out more about this beta version »

Cancel
Need say more? Use the main Contact form »
Thankyou, your feedback has been submitted.
This is a Beta website.
Find out more »