This is the fifth insight in our Neurodiversity series. Previous insights have stressed the importance of incorporating neurodiversity principles into Physical Education (PE) to foster an inclusive environment that meets the varied needs of students. Through embracing inclusion, PE instructors can nurture a sense of belonging, mutual respect, and empathy among students, while also bolstering their motivation and self-assurance in engaging with physical activities. Given that a significant portion of any class will comprise neurodivergent individuals, it is crucial for PE educators to comprehend the spectrum of learning differences encompassed by neurodiversity and integrate adaptive strategies into lesson plans and delivery methods.
Last week’s insight outlined the unique strengths and learning differences of students with Dyslexia. Today’s insight focuses on Developmental Coordination Disorder (DCD) also known as Dyspraxia so that PE teachers can be more aware of characteristics of the condition and how best to support students who have DCD.
What is Dyspraxia (DCD)
Dyspraxia (DCD) is a common condition that affects fine and/or gross motor coordination in both children and adults. Students may vary in how characteristics of the condition present and how they are impacted by environmental demands and life experience (BDA, n.d.).
How does it affect the individual?
DCD may affect functioning and participation in everyday activity. This may present as challenges with self-care, writing, typing, balance, coordination and movement. Individuals may also experience social emotional difficulties and problems with time management, planning and organisation (Movement Matters, 2023). Learning can also be affected because of processing and memory issues (NHS, 2023).
Leverage students’ strengths to guide learning
As will the entire range of learning differences in a neurodiverse classroom, it is paramount to focus on students’ abilities to help nurture a positive and empowering mindset. By embracing and leveraging students’ unique strengths, PE teachers can encourage them to do the same, boosting their self-esteem and confidence. In the PE environment, watch how they move and the strategies they use to overcome their difficulties. Help build meta-cognition by discussing these with the student. Here are just some of the commonly recognised capabilities demonstrated by students with DCD:
Creativity
Problem-solving skills
Exceptional verbal abilities
Fun
Strong sense of justice
Enthusiastic
Motivating
Kind and generous
(University of Edinburgh, 2021)
By showcasing the diverse strengths of all students, including those with dyspraxia, PE teachers can foster a culture of acceptance and respect for individual differences. This, in turn, creates a supportive learning environment where all students feel valued and understood.
Adaptive teaching strategies – M.A.T.C.H.
Can Child provide detailed guidance on dyspraxia for PE teachers. They advise using M.A.T.C.H. as a tool for ensuring adaptive teaching strategies that ‘match’ the activity to the student. This includes:
MODIFY: by tailoring a task that might be too difficult for the student. Ensure that the modified task provides an opportunity for the student to experience success. Example: Breaking down complex movements into simpler, manageable steps to make them easier to learn and execute.
ALTER expectations: Think about the expected learning outcome for the activity and be flexible with it. This might include allowing extra time, providing different methods for task completion, or making alternative equipment available. Example: Setting personalised goals that are achievable and tailored, helping them experience success and progress.
TEACH: Consider different teaching approaches that might help the student learn with their peers and participate in the same activities. Ask your SENCO or an occupational therapist for further ideas. Example: Gradual progression in learning or modified games where rules are adapted to suit all students (e.g., more time allowed for skills, no pressure to perform quickly).
CHANGE the environment: Observe the student moving within the environment of the lesson and minimise any factors that might impede learning such as level of activity, noise, distractions. Example: Using modified or adapted equipment, such as larger or lighter balls, to make activities more accessible and manageable.
HELP by understanding your PE lessons from students’ point of view. Avoid competition and encourage participation. This support and understanding will motivate perseverance and develop resilience. Example: Focusing on non-competitive and cooperative games that reduce pressure and allow students to participate at their own pace.
This extends beyond the lesson itself. Remember that bringing the right kit to a PE lesson may be challenging and students with dyspraxia may be slow to get changed, or might need help with tying their shoelaces, for example. Remain mindful and supportive in a way that doesn’t bring negative attention to the student.
For adaptive teaching strategies to help with processing, memory and organisation, head to our previous insight on Dyslexia
Conclusion
Today’s insight has outlined the common challenges related to Developmental Coordination Disorder (DCD) also known as dyspraxia. It is important to understand these challenges so that teaching strategies can be adapted according to individual need. However, building on student strengths is the surest path to engagement and success in PE. When combined with collaboration and teamwork among peers in a supportive learning environment, then celebrating strengths promotes empathy, cooperation, and mutual support within the classroom community.
Next in our Neurodiversity Series
Keep a look out for further insights in our neurodiversity series:
Next week’s insight will delve into specific strategies for ADHD.
Previous insights have included:
An introduction to neurodiversity
Adaptive teaching strategies for a neurodiverse classroom
Autism and creating a supportive PE environment
Dyslexia: what is it and how to support students
Listen
Read
A review of Faith’s book, Inclusive PE for SEND Children
Resources
Read here for further adaptive teaching considerations
References
British Dyslexia Association (BDA), no date. ‘Neurodiversity and Co-occurring difficulties: Dyspraxia (DCD)’ Available from: https://www.bdadyslexia.org.uk/dyslexia/neurodiversity-and-co-occurring-differences/dyspraxia (Accessed: 26 March 2024).
Movement Matters, 2023. ‘What is Developmental Coordination Disorder/Dyspraxia’ Available from: https://movementmattersuk.org/what-is-developmental-coordination-disorder-dyspraxia/ (Accessed: 26 March 2024).
NHS, 2023. ‘Overview: Developmental coordination disorder (dyspraxia) in children’ Available at: https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia/ (Accessed: 26 March 2024).
University of Edinburgh, 2021. ‘Understanding DCD’ [online] Available from: https://www.ed.ac.uk/sites/default/files/atoms/files/epic_dcd_parents.pdf (Accessed: 26 March 2024).
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