aids, talking tins; Literacy and Dyslexia. Specific praise and feedback; Time to think – think, pair, share. Primary and Secondary Inclusion Numeracy Development Programme: Teaching and Numeracy Difficulty with some or all of the following; supporting pupils with dyslexia Access throughout all phases to concrete resources e.g. Number awareness hundred squares, number lines, Numicon, cubes etc. Estimating Priority given to understanding above rote learning; Memory Teach in the sequence of language, concrete resources Reliable counting and diagrams before symbols; Visual and spatial orientation Use of a calculator when calculation is not the focus of the Directional confusion lesson, e.g. when solving word problems; Slow processing Sequencing Opportunities for over learning through games Noticing patterns Planned regular revisiting of prior learning Money Link learning to real world situations Telling the time Checklist for DCD to aid recognition of DCD DCD difficulties. (Appendices) Core stability, e.g. wobble cushion, exercises and games; CYP may experience difficulty with the following: Correct seating position, e.g. appropriate size tables and There are many multi-sensory programmes Gross and fine motor skills; chairs; within schools to develop motor skills. Write Spatial awareness; Development of letter formation, e.g. using a Dance is just one of these. Organisational skills; handwriting scheme, pencil grips, sloping board writedancetraining.com Over reliance on vision to guide motor etc.; Write Dance - an approach/method that behaviour; Gross motor skills, e.g. throwing, catching hopping etc.; provides to develop physical skills needed to Poor core stability, balance, excessive fidgeting; Fine motor skills, e.g. hand and arm exercises, specialist develop handwriting skills driven music for Gross and fine motor planning; scissors, specialist rulers, pegboard, threading, play dough, pre-school/nursery, Reception, KS1 and SEND Visual perception. putting pegs on washing lines, etc.; Sequencing and organisation skills e.g. first/next boards, writing frames, visual timetables. Checklist for Memory Difficulties to aid Memory recognition. Memory and Slow down delivery of information; Memory weaknesses often accompany learning
Numeracy Difficulty with some or all of the following; Number awareness Estimating Memory Reliable counting Visual and spatial orientation Directional confusion Slow processing Sequencing Noticing patterns Money Telling the time DCD CYP may experience difficulty with the following: Gross and fine motor skills; Spatial awareness; Organisational skills; Over reliance on vision to guide motor behaviour; Poor core stability, balance, excessive fidgeting; Gross and fine motor planning; Visual perception. Memory Memory weaknesses often accompany learning aids, talking tins; Specific praise and feedback; Time to think – think, pair, share. Numeracy Access throughout all phases to concrete resources e.g. hundred squares, number lines, Numicon, cubes etc. Priority given to understanding above rote learning; Teach in the sequence of language, concrete resources and diagrams before symbols; Use of a calculator when calculation is not the focus of the lesson, e.g. when solving word problems; Opportunities for over learning through games Planned regular revisiting of prior learning Link learning to real world situations DCD Core stability, e.g. wobble cushion, exercises and games; Correct seating position, e.g. appropriate size tables and chairs; Development of letter formation, e.g. using a handwriting scheme, pencil grips, sloping board etc.; Gross motor skills, e.g. throwing, catching hopping etc.; Fine motor skills, e.g. hand and arm exercises, specialist scissors, specialist rulers, pegboard, threading, play dough, putting pegs on washing lines, etc.; Sequencing and organisation skills e.g. first/next boards, writing frames, visual timetables. Memory Slow down delivery of information; Literacy and Dyslexia. Primary and Secondary Inclusion Development Programme: Teaching and supporting pupils with dyslexia Checklist for DCD to aid recognition of difficulties. (Appendices) There are many multi-sensory programmes within schools to develop motor skills. Write Dance is just one of these. writedancetraining.com Write Dance - an approach/method that provides to develop physical skills needed to develop handwriting skills driven music for pre-school/nursery, Reception, KS1 and SEND Checklist for Memory Difficulties to aid recognition. and
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