'This is the first book to be written for parents, and those who counsel them, about children who have co-ordination disorders which can affect their social, perceptual and motor skills, attention control and self-confidence. It has practical case and picture illustrations with varied descriptions of this recently recognised developmental disorder, which is unrelated to high intelligence, and which can be undiagnosed because it may be so minimal. Useful advice is given about helping children and young adults at various stages, and addresses of treatment, teaching and support organisations are provided.' -Counselling 'Clear and positive answers to the questions asked by parents and teachers about behaviour, causes and assessment associated with dyspraxia. It also discusses the range of possible therapeutic interventions.' -ASCS for information

Dyspraxia is a descriptive term used for children who have co-ordination difficulties. Although many dyspraxic children are of normal intelligence, they may have difficulty organizing or carrying out movement, speaking clearly or expressing ideas. This work begins by answering the questions commonly asked by parents about behaviour causes, diagnosis and assessment, before going on to discuss theraputic inventions. Drawing on her extensive experience working with dyspraxic children and liaising with their mainstream schools, the author shows how the theraputic approach can benefit this group and how parents and teachers can actively participate in the child's therapy. Information is provided, along with ideas for parents and teachers wanting to improve the child's movements and language abilites and thus increase their self-confidence and self-esteem.

Dyspraxia is a descriptive term used for children who have co-ordination difficulties. Although many dyspraxic children are of normal intelligence, they may have difficulty organizing or carrying out movement, speaking clearly or expressing ideas. This work begins by answering the questions commonly asked by parents about behaviour causes, diagnosis and assessment, before going on to discuss theraputic inventions. Drawing on her extensive experience working with dyspraxic children and liaising with their mainstream schools, the author shows how the theraputic approach can benefit this group and how parents and teachers can actively participate in the child's therapy. Information is provided, along with ideas for parents and teachers wanting to improve the child's movements and language abilites and thus increase their self-confidence and self-esteem.

Maureen Boon is Headteacher of Vranch House, an independent school for children with physical disabilities in Exeter. Vranch House is also a centre which provides weekly therapy for children with movement and associated disorders such as cerebral palsy and dyspraxia. She has worked with children with movement disorders for over twenty years, and previously taught in primary schools.

2001-07-27 Successful working practices for Dyspraxia in action.

Maureen Boon is head teacher of Vranch House, which is an independent school for children with physical disabilities. She is an experienced primary school teacher and has worked with children with movement disorders for over twenty years.

The book opens with an exploration of the various facets of dyspraxia. We are given definitions by physiotherapists, occupational therapists, speech therapists and teachers. We are also introduced to the different terms used to describe dyspraxia, different aspects of the condition, basic statistics and descriptions of some of the most common difficulties, together with some common theories on the causes of dyspraxia. The book moves on to describe common characteristics of children with dyspraxia and then goes on in some detail to describe how these children are identified. It was pleasant to see the integration of the routes of educational help within the Code of Practice, included, as well as information on the various professionals that may be involved, as so many publications concentrate only on medical aspects. We were then given information on interventions in the classroom, how parents could help their child and therapeutic interventions.

The book also had many examples of case histories and photographs of children at Vranch House. These were both useful and enjoyable to read and it consolidated some of the previous information, as it was clear that these were successful working practices at Vranch House. I found the book easy to read and the information well laid out. I felt the volume of the information could have been increased as the chapters were quite small; but for those readers who want a quick, simple and succinct reference on dyspraxia, this publication is ideal. It tells the reader what dyspraxia is, how it affects children and how they can be helped. The book also has other useful information in Appendices on publications, programmes, equipment and organisations. I would recommend this book to anyone with an interest in dyspraxia and how it can be helped within the school system.