Difficulty in selecting essential from non-essential information the – individual sees all the information at the same level of importance and finds it hard to it according to priority or see what may be risky ‘sieve’ Impaired working memory this may make it harder to hold on to several – pieces of information at one time and juggle information the individual – also can’t juggle several different tasks at once Difficulty in organisation and completing may prevent the individual even trying to begin the task. (76-77) In a presentation at Trinity College Dublin 2010) Kirby outlined how the study skills interventions at third level for students with Dyslexia may not be appropriate for difficulties related to the production of written work, because students with DCD may have further difficulties with function tasks’ ‘executive including time management and organization skills, which can be significantly poorer in students with DCD. Kirby et al. (2008b) carried out a study on three groups of students; those with a self-reported diagnosis of DCD, those with DCD and dyslexia and a third group with dyslexia. This study found the DCD group (54.2%) reported executive functioning as a weakness significantly more than the dyslexia group; problems cited related to organization and memory (208). However, there was no difference in the type of support being given between the three groups. (209) Students with DCD may receive the same supports as those with dyslexia in many cases as often students with DCD received a diagnosis of dyslexia because of lack of standardised assessment tool for DCD. Kirby et al. (2008b) noted that students with DCD often are assessed using tools for dyslexia and the dyslexia-related issues that they experience in addition to any others are sufficient to give a diagnosis of dyslexia, although this results in them perhaps being under-supported or given inappropriate supports. While students with DCD often experience dyslexia-related difficulties a holistic approach that appreciates all the possible motor and organization difficulties associated with DCD should be taken into consideration during assessment. This
Difficulty in selecting essential from non-essential information – the individual sees all the information at the same level of importance and finds it hard to ‘sieve’ it according to priority or see what may be risky Impaired working memory – this may make it harder to hold on to several pieces of information at one time and juggle information – the individual also can’t juggle several different tasks at once Difficulty in organisation and completing may prevent the individual even trying to begin the task. (76-77) In a presentation at Trinity College Dublin 2010) Kirby outlined how the study skills interventions at third level for students with Dyslexia may not be appropriate for difficulties related to the production of written work, because students with DCD may have further difficulties with ‘executive function tasks’ including time management and organization skills, which can be significantly poorer in students with DCD. Kirby et al. (2008b) carried out a study on three groups of students; those with a self-reported diagnosis of DCD, those with DCD and dyslexia and a third group with dyslexia. This study found the DCD group (54.2%) reported executive functioning as a weakness significantly more than the dyslexia group; problems cited related to organization and memory (208). However, there was no difference in the type of support being given between the three groups. (209) Students with DCD may receive the same supports as those with dyslexia in many cases as often students with DCD received a diagnosis of dyslexia because of lack of standardised assessment tool for DCD. Kirby et al. (2008b) noted that students with DCD often are assessed using tools for dyslexia and the dyslexia-related issues that they experience in addition to any others are sufficient to give a diagnosis of dyslexia, although this results in them perhaps being under-supported or given inappropriate supports. While students with DCD often experience dyslexia-related difficulties a holistic approach that appreciates all the possible motor and organization difficulties associated with DCD should be taken into consideration during assessment. This
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