Motor Coordination Difficulties course
On successful completion of the course, participants will be able to:
- Recognise and describe the main features of motor learning difficulties
- Describe, using correct terminology, the difficulties learners can have in planning and carrying out movement
- Identify the characteristics and range of impairments associated with motor coordination difficulties
- Refer children for motor assessment to the appropriate multi-professional teams
- Use checklists to carry out observations of a child’s motor skills
- Apply a graduated response to meeting the needs of learners with motor difficulties using the assess, plan, do review cycle
- Employ strategies that enable learners to build and master motor skills
- Modify tasks, alter expectations and change the classroom environment to help learners meet with success
- Make reasonable adjustments in social and sporting activities to maximise the inclusion of learners with motor difficulties
- Set SMART goals and implement strategies for improving learner outcomes
Feedback from our participants
“This course has really opened my eyes to children, the way they move and organise themselves in the school environment. On learning walks around school I can now see with really fresh eyes. I am also able to contribute to discussions with the SENCO about the nature of the difficulties some children are experiencing. I would like any SEND governors that I meet to undertake this course and any of the other OLT course. They are invaluable to all colleagues working in the school environment. I have also made contact with the local Physio and OT team on behalf of school. Great networking opportunities...
“The three key things that I have learned are the difference between dyspraxia and developmental coordination disorder; the strategies of supporting pupils' motor skills, including modelling, shaping, chaining and prompting and the assessment record and motor skills difficulties checklists, which will enhance my interventions effectively.
“I will now think twice before telling children to 'hurry up - you're always last!'. At milk drinking time and changing for PE I have stopped to analyse what the cause is before saying anything this term.
“I have also learnt how to break down tasks so it’s easier for the children to understand and easier to teach each stage at a time. I have been shown lots of activity ideas. I have learnt lots more that we will be using all the time and sharing with other staff.