I once came across the comment that of the publicity concerning specific
learning difficulties dyslexia has had 95% compared with 5% for dyspraxia.
It is not surprising that it is often missed - but that is not an excuse for
an ed psych overlooking it, and, in my role as a needs assessor, I am
suprised by the frequency with which this happens.


Peter has asked some good questions and my responses are below.


David

---------
>From: Peter Hill <[log in to unmask]>
>To: [log in to unmask]
>Subject: Re: Dyspraxia
>Date: Thu, Aug 8, 2002, 9:14 am
>

>Hi
>
>
>I'm sure that I (and other RSA Diplomatists) sometimes miss cases of
>dyspraxia - and I'm trying to remedy this.  However, I'm
>intrigued/concerned by the implications of a failure to diagnose
>accurately. I've asked a couple of questions below.
>
>
>David Grant wrote:
>
>> I would suggest that an EP who feels unable to diagnose a potential case of
>> dyspraxia should also refrain from carrying out diagnoses of dyslexia as
>> well.
>>
>>
>> It is my experience that the classic double deficit of a weak working memory
>> and a slow speed of visual processing observed in about 80% of cases of
>> dyslexia are also observed in most cases of dyspraxia as well - with the
>> same implications for learning and studying.
>>
>> These would not be charted by a OT, unless that OT had experience of
>> administrating the WAIS-III.
>>
>>
>> Dyspraxia can take different forms and, depending on severity, verbal
>> dyspraxia may well require speech therapy whilst motor dysfunction require
>> the skills of an OT.
>>
>
>
>How often is this likely to be provided for a student in HE?
>
>

DAVID'S answer:

Significant cases of motor dyspraxia will have been dealt with at an early
stage in education by an OT, so a referral to an OT in higher education is
highly unlikely.  However, difficulties with the pronunciation of words that
a student knows, and stuttering and stammering, are seen with a much higher
frequency and I would estimate that this conditon is sufficently severe for
me to advise a student to seek advice from his/her medical centre re:
referral to a speech therapist in about 2/3% of cases.

The incidence of less severe difficulties with pronunciation is much higher
- maybe as much as 20%, and this has implications for a range of activities,
inclding moots, crits and presentations.



>>
>> I estimate that signs of clumsiness [a clasic soft sign of dyspraxia] are
>> present in about 20% of the students I see, and this has implications for
>> the type of support - technological and human - that is required.
>>
>
>
>Can you please give some examples, David?
>
>
DAVIS'S answer:

Art, Design, Science & Engineering subjects all require fine hand-eye
coordination, whether for drawing or plotting data.  The use of a lap top in
science/engineering workshops enables data to be entered directly into a
spreadsheet.  The use of Quark Express allows a rough to be generated with
precision.


I have encountered a nurse who could not insert a needle into a phial and
shake it correctly and a fashion student who had problems with pattern
cutting.  [Her machine work was a bit rough as well.]


Re: human support, I'm thinking of the role of support tutors who may have
to devote time to helping students develop pronunciation skills with subject
specific language [e.g. such as a physiotherapist who needs to be able to
communicate effectively with other professionals as well as the client.]


I am in totally agreement with David Laycock on the complexity of the task
facing Needs Assessors, and it is very important that the totality of the
student learning experince is considered rather than just literacy aspects
[e.g. re: the student nurse and how clumsiness impacted on clinical
practice.]


David