Teaching Children with Dyspraxia - Research Paper Example

A study to Asses the Impacts of Dyspraxia in Children of Key Stage Three Chapter 1 Aims The aim of the research is to determine the effectiveness of the support that is offered in the classroom for children with dyspraxia. Dyspraxia affects the learning ability of a child in the classroom setting and as such, schools need to incorporate child specific and appropriate programs that will enable learning (Kirby & Drew, 2003). Dyspraxia affects children of all lifestyles and there is need to resolve these difficulties to ensure that all children are afforded the chance to succeed in life through education. 1.2. Importance of Research The rationale for this research is that there exists a gap in the literature on effectively teaching children with dyspraxia and the contribution of the various stakeholders. This research will contribute to the existing bank of knowledge on dyspraxia and learning disabilities and how best to mitigate these. There also exists a gap between knowledge and practice in this field that this research aims to bridge. The use of an interpretive paradigm in this research will enable the researcher to gain an in-depth understanding of the impacts of social development and educational attainment in children with dyspraxia (Williams, Mcleod, & Mccauley, 2010). 1.3. Beneficiaries and Users The findings from this research will be useful for the policy makers, parents and/or caregivers and teachers alike. Williams, Mcleod, & Mccauley (2010) explain that the formulation and implementation of dyspraxia-friendly school policies in the classroom setting would go a long way in enabling both students and teachers benefit from special programs. For example, the provision of recording materials that will be used by a child with dyspraxia to keep record of teachers’ instruction and reminders and enable him or her adopt to school routine (Williams, Mcleod, & Mccauley, 2010). Teachers and school administration would gain the necessary information on the best practice in teaching and handling a child with special needs. 1.4. Research Questions This Research aims to address three questions: 1. What type of support is offered in the classroom setting to the children with dyspraxia? This question will be answered through observing the interactions between the teachers and these children in the classroom. 2. What training do teachers and classroom worker have to enable them support children with dyspraxia? This will be answered through a structured questionnaire that will be administered to teachers. 3. How does dyspraxia affect a child in the classroom setting? This question will be answered through interviews conducted on children with dyspraxia. Chapter 2 2.1. Literature Review According to Kurtz (2008), dyspraxia is a term that is used to describe a disorder that is characterized by the disability in the organization of the body’s coordinated movements (p.3). This is caused by an immaturity in the brain that causes it to malfunction especially in sending signals back to the body. An individual with dyspraxia presents with deficiency in conceptualizing, planning and following through with movement (Kurtz, 2008: p.6). Williams, Mcleod, & Mccauley (2010) explain that praxis refers to the learned or acquired ability to plan and execute sequences that make up coordinated movement aimed at achieving set objectives. ‘dis’ refers to poor or bad. As such, dyspraxia refers to poor movement or uncoordinated movement (Lappas, 2014). The components of praxis include ideation, programming of motor skills and execution of actions. Ideation is the ability of the brain to conceive an idea then trying it out (Kirby & Drew, 2003). According to Lappas (2014), motor programming refers to the ability of an individual to organize those movements that are required to execute what has been idealized in an orderly sequence, spatially and with an adequate amount of force (p. 56). Execution is the act of performing an action. Kirby & Drew (2003) explains that the ability to carry out motor planning requires that the sensory systems sends accurate information and messages to enable the development of mature body awareness, perception in terms of motor skills and the basic neuromotor functionality (p.67). Dyspraxia is characterized by disorganization in the brain wiring causing the interaction between the individual and the environment to become inconsistent (Lappas, 2014: p. 36). These inconsistencies are seen in actions that involve writing, ball playing and walking (Kirby & Drew 2003 p.70). According to Bentham (2011), children with dyspraxia are often above average students in terms of intelligence (p.45). Quinn (2012) explains that these children respond best to structured routines in the classroom that is in a situation where the classroom workers follow the fundamentals of good teaching (p.68). As such, teachers should ensure that tasks to be performed by these students are planned carefully and where possible, simplified further into logical sequences that they can interpret and perform (Quinn, 2012). Lappas (2014) explains that there is need for small, systematically in actions to enable a child to find their way through the given task. It is important that they are not bombarded with too much simultaneous information as they then lose focus and become messy (Bentham 2011 p.34). Elliott & Place (2004) explains that it is the responsibility of teachers and classroom workers to be in the forefront in helping children with dyspraxia to develop self-awareness and an understanding of their capabilities. According to Lappas (2014), when these children are able to face their situation and the challenges involved, emotional awareness follows, such children have been shown to succeed academically, and eventually some are even able to pursue careers in social work and counseling (p. 45). Teachers need to realize that the key to success in any given situation is the determination to excel. A supportive learning environment has been shown to enhance learning even in the toughest of cases (Quinn, 2012). The teacher is responsible for ensuring that the classroom environment is supportive to enhance learning. It is therefore imperative that educators and schools develop an understanding of dyspraxia so that they can put in place measures that promote supportive learning (Elliott & Place, 2004: p.40). In dealing with children with dyspraxia, it is important that teachers and parents alike work towards promotion of motivation and confidence (Elliott & Place, 2004). In the classroom, this is best achieved through the modification of the teachers’ response towards a child with learning disability. Quinn (2012) explains that teachers should work at reassuring and not criticizing a child’s effort. They should use descriptive encouragement and praise that the child can easily understand and interpret to mean effort (p.39). For example, teachers can use ticks when the child gets it right and praise not their performance but their effort. The goals set for the individual child should be attainable (Lappas, 2014). There needs to be a form of feedback for example after the lesson to check what the child has grasped (Hanks, 2011). According to Lappas (2014), it is important that the teacher work at upgrading the child’s skill performance to enable their ability to be at par with the demands from the learning environment. Typically, children can refine and tend to generalize gross and fine motor skills (Thompson, 2010). However, for a child with dyspraxia, there is need for time and over emphasis on areas of learning to achieve the same motor skills. In order to upgrade motor skills, Thompson (2010) states that several teaching techniques need to be applied, the teacher should not down the areas of difficulty in the order of priority (p. 34). He or she needs to make sure that skills being worked on are appropriate for that particular age. Enough time should be allocated to address the problematic areas practically (Quinn, 2012: p.67). Tasks should be broken down into sensory, motor and perceptual components and then cognitive verbal steps. According to Quinn (2012), each component should be taught individually and not simultaneously (p.30). According to Lappas (2014), the teacher should adopt sensory and cognitive strategies to ensure that motor skills are made easier and successful. These components can then be combined into whole skills and general skills. This should be applied to normal everyday tasks like tying shoelaces the same way every day (p.80). Teachers and classroom workers need to modify and make the classroom environment adaptable to the child’s need and in doing so relieve the child of the stress and frustrations associated with difficulty in learning (Lappas, 2014). This modification cumulatively improves organization and order resulting in an increase in confidence, concentration and attention to work, leading to better performance of tasks (Bentham, 2011). Bentham (2011) explains that while in the classroom, the teacher needs to use a sensible supportive approach to educating a child with dyspraxia (p.56). There is literature supporting the reduction of tasks, which in turn allows additional time to be allocated in the completion of these tasks (Lappas, 2014: p.46). In the examination room, there is need to establish extra time right from a very young age. Teachers can also help by availing extra supervision and encouragement whenever possible (Quinn, 2012). This should be done especially when the activities to be undertaken have risk attached to them. Lappas explains that it is important that children are placed in teams to boost the outcomes (2014). The instructions should be given one at a time and verbal instructions should be reinforced by repetition. Quinn (2012) explains that it is important that teachers afford children with dyspraxia the opportunity to outdo themselves (p. 36). The plan and expectations should be discussed with the child and the teacher should confirm that these are understood before proceeding (Williams, Mcleod, & Mccauley, 2010). Distractions are likely to affect this child more than any other child (Quinn, 2012). It is therefore important that the teacher ensure that the sitting place and position is carefully chosen to eliminate distractions so that the child can focus. Quinn (2012) further explains that the desk size and height should be optimum to ensure that the child does not strain visually (p.78). Most importantly, the teacher should ensure that the child is well briefed regarding any slight change in routine beforehand. This is because any change especially in routine could prove distressing for the child (Bentham, 2011). Chapter 3 Methodology 3.1. Research Paradigm The interpretivist paradigm will be used to collect the data for this research (Willis, Jost & Nilakanta, 2007). This research methodology is appropriate for the collection of subjective data such as behaviours and attitudes and hence suitable for this research as it answers the ‘who’-teachers and children with dyspraxia-, the ‘how’-interviews and observations and the ‘where’-classroom-questions. Classroom non-participant observation will be carried out to determine the type and level of support that children with dyspraxia are provided with in the classroom setting. These observations will be made to aid in the definition of terms used in these classrooms and to help the researcher to determine the context of the research. A structured questionnaire will be administered to the teachers and classroom workers to determine the type of training that they have with regard to teaching children with dyspraxia. Children with dyspraxia will also be interviewed on the effects of dyspraxia on their classroom performance (Stein & Chowdhury, 2006). The use of subjective methods-observation and interviews- is to ensure that there is interaction between the researcher and the participants for the sole purpose of constructing a reality that is meaningful (Willis, Jost & Nilakanta, 2007). 3.2. Research Design This research will utilize a survey design to collect data from the participants (Willis, Jost & Nilakanta, 2007). The survey tool to be used will be constructed with relevant questions to be administered to the participants. The researcher will ask the children with dyspraxia questions regarding their experience in the classroom (Stein & Chowdhury, 2006). Questionnaires will be administered and teachers will be required to fill out the survey. These questionnaires will be collected after the interview for analysis. According to Willis, Jost & Nilakanta (2007), a survey is useful in the collection of data on attitudes, behaviours, personal facts and experiences (p.40). This research will be conducted in a short period and as such, a survey will be useful in collecting a large amount of data over the stipulated time. It is also easy to administer a survey especially given the nature of the participants of this research. According to Stein & Chowdhury, the questions administered to the children with dyspraxia need to be simple to allow them time to answer (2006: p.89). These questions need to be asked as single instructions and verbal instructions will be repeated to ensure that they understand the questions and answer accordingly (Stein & Chowdhury, 2006). 3.3. Data Collection 3.3.1. Setting This study will be conducted in the selected school with special programs for children with Dyspraxia. The Principal will be requested to provide the researcher with the list of classrooms with these special programs and inform the teachers of the research. Teachers will be required to prepare the children accordingly for the impending interview (Stein & Chowdhury, 2006). It is important that the interviews are conducted in the classroom setting so that the researcher gets a better understanding of the processes, terminologies and further understand the running of a class with a special program. 3.3.2. Interview Protocol The interview protocols will be developed for this research and data will be collected using two structured questionnaires; the first one to be administered to the teachers and any other classroom worker and the second one to be used to interview the children with dyspraxia. These will be filled out and handed in after the interview or at the end of the day. The first section of the teachers’ questionnaire will address the knowledge and practices of the teachers and classroom workers. The second section will address the training that the teachers have undertaken with the aim of answering the second research question. These questionnaires will be checked to ensure that all the questions have been answered and in case there are some blanks, the participants will be sought out to complete the questionnaires. The student questionnaire will address the third research question. Children with dyspraxia will be asked to describe a normal school day in detail to enable the researcher to deduce how dyspraxia affects a child’s learning in the classroom (Stein & Chowdhury, 2006). This questionnaire will be simpler and more structured to enable the researcher to capture the relevant data without putting too much pressure on the children. A mock interview will be carried a day before the start of research to familiarize the children with the research and to ease their transition into the role of research participant (Stein & Chowdhury, 2006: p.90). This will also enable the researcher to understand the effectiveness of this research tool in terms of the relevance of the data collected. 3.3.3. Observation The researcher will also observe the classroom behaviour and non-verbal expressions of both the teachers and students to determine their interactions, communication and time spent on different activities. These observations will help the researcher to holistically understand the phenomena under study and further gain knowledge on the context that is classroom support for children with dyspraxia. These observations will be audio recorded. The researcher will also take notes during the research and afterwards to further record what is observed. These tapes will be transcribed during the data analysis stage. 3.4. Validity of Research The nature of this research methodology necessitates its validation to ensure that the exercise is rigorous and credible. Interpretivists theoretically believe that reality is constructed socially and is always fluid (Ripley, 2001). This means that what we know changes or is negotiated within different social settings, different culture and in the relationships established with others. As such, validity or the truth cannot be grounded in an objective research or reality of things. Credibility of this research will be established through triangulation, the reflexibility of the researcher and briefing with peers (Ripley, 2001). Triangulation will be done using the data collection methods that will be used in this research. These include observation, teacher interviews and student interviews. According to Ripley (2001), the use of observational methods will ensure that the validity of this research is increased. This is because observation establishes the context of the study enabling the researcher to understand the phenomena under study. Substance validity will be established through the assessment of the both participant and observer’s bias (Macintyre & Mcvitty, 2004). The researcher will seek the help of three peer briefers with extensive knowledge of qualitative data collection protocols. The researcher will use Stake’s ‘critique checklist’ to determine the quality of the study. 3.5. Ethical Considerations and Approval 3.5.1. Informed Consent According to Tribe & Morrissey (2005), an informed consent in a qualitative research refers to a process of making sure that the research participants understand what they are being subjected to, the limits to their participation and their awareness of the associated potential risks of research (p.58). It is important to gain informed consent from the participants in this study (Tribe & Morrissey, 2005). Consent will be gained from the teachers and parents of the children with dyspraxia. The process will be explained to these parties. According to Tribe & Morrissey (2005) the participants will also be informed that they reserve the right to opt out of the study if they choose to and that they can choose whether to answer a question or not. Tribe & Morrissey (2005) further explains that there may be factors that may be problematic for the process of seeking consent. For example, the children being interviewed are classified as being vulnerable and special consent needs to be sought beforehand (p. 78). 3.5.2. Confidentiality and Anonymity In a qualitative research, confidentiality refers to the process in which a researcher knows the identity of participants and as such, he or she puts measures in place to prevent the disclosure of participants’ identity and their opinions (Tribe & Morrissey, 2005: p.67). Anonymity refers to a research situation in which not even the researcher does not know or cannot identify the participants (p.68). According to Tribe & Morrissey (2005), data can be made anonymous by eliminating the identifiers or links between data and the participant. Confidentiality and anonymity will be achieved through the use a participant’s informed consent (Tribe & Morrissey, 2005). The researcher will also put in place measures during the participant selection, research process, data collection, analysis and reporting to ensure that participants remain unidentifiable (Lowman, 1998). The researcher will ensure that direct quotes from the research does not contain information with the potential of being identifiable to the researcher (Tribe & Morrissey, 2005). Participants will also be informed of the use of direct quotes and that these will be used without identifying the individual or their information. 3.5.3. Benefits of the Research The results from this research may help the researcher to have a better understanding of the experience of the children who have dyspraxia and the challenges they experience both socially and in terms of attaining an education and academic success (Hanks, 2011). The results may also promote awareness about dyspraxia and in doing so help create a better understanding of the difficulty associated with children with dyspraxia and their caretakers in the classroom setting (Hanks, 2011). According to Macintyre & Mcvitty (2004), policy makers and educationalists should modify existing policies and make new policies where gaps exist may use the data. It would also enlighten both educationalists and parents of children with dyspraxia on the best practices in the classroom. These practices when properly implemented would effectively improve academic achievement and the success of children with dyspraxia (Quinn, 2012 p.50). The study does not pose any foreseeable risk especially for the participants. However, it is imperative that the children will be prepared for the exercise beforehand to enable them to ease into their role as participants (Macintyre & Mcvitty, 2004). 3.6. Conclusions Dyspraxia is impairment in the organization of motion, which may also lead to problems with speech, perception and thought process (Jones, 2005). Children with dyspraxia are in most cases above average in terms of intelligence. Dyspraxia affects children of all lifestyles and early recognition of the condition means timely resolution and increased chance at success in life (Quinn, 2012). Schools and educators need to provide support in the classroom setting to enable social development and academic achievement (Macintyre & Mcvitty, 2004: p.50). This research aims to determine the effectiveness of the support that is currently afforded children with dyspraxia and in doing so, identify the gaps that exist between knowledge and practice (Quinn, 2012). The results from this research will be useful to classroom workers, parents and caretaker and policy makers (Macintyre & Mcvitty, 2004). The research may help the researcher and other stakeholders to have a better understanding of the special needs of children with dyspraxia in the context of the classroom (Quinn, 2012 p.45). The results may help raise awareness with regards to dyspraxia and enable stakeholders better understand the challenges that children with dyspraxia and their caregivers-parents and teachers- face. The research will employ an interpretive design whereby surveys strategy will be used to collect quality data from the teachers and children with dyspraxia. Questionnaires will be administered to answer the research questions and the researcher will apply observational methods to collect not participant data of the classroom environment and teacher-child interactions and non-verbal communications (Lowman, 1998). References 1. ADDY, L. M. (2013). How to increase the potential of students with DCD (dyspraxia) in secondary school. Cambridge, LDA, Learning Development Aids. 2. 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