Sensory Processing Disorder (SPD)

Sensory Processing Disorder (SPD) is a term used to describe children who struggle to correctly perceive the sensory world around them. 

SPD can be present in many forms and can often result in behavioural issues as well as functional difficulties. It is common for children within the Autistic Spectrum to experience many complex sensory difficulties. Children with SPD may experience sensory difficulties relating to one or multiple senses. Some of the symptoms of SPD are: Poor posture; Difficulty controlling movements; Poor handwriting; Dislikes loud noises; Difficulty making friends; Difficulty dressing, eating or sleeping; Frequently throws tantrums or gets upset; Easily distracted; Fidgety

Examples of how we support SPD

• Have a consistent daily routine.

• Advance notice when the routine changes.

• Brain breaks throughout the day.

• Clear starting and ending times for tasks.

• Visual schedules, directions, to-do lists, and classroom expectations. 

• Use visuals with pictures of sensory input choices

• Resources in the classroom: weighted equipment; chewies; ear defenders; sensory tools & resources on the desks; 

• Alternative seating options: wobble stools; gym balls;  sofa; lying on the floor

• Assessment, planning and intervention from a Occupational Therapist (OT) and from trained school staff

Developmental Language Disorder (DLD)

1 out 15 people in the UK have a hidden but common condition (disability) called Developmental Language Disorder (DLD) and they feel invisible. That’s the equivalent of two children in the average classroom. 

DLD is a diagnosis given by a speech and language therapist to people who have lifelong difficulties with talking and understanding words. These difficulties create barriers to communication or learning in everyday life and aren’t due to another condition. 

Examples of how we support DLD

• Visual supports for keywords

• Pre-teaching and post-teaching

• Assessment, planning and intervention from a Speech and Language Therapist (SaLT) and from trained school staff

• Extra processing time

• Multi-sensory learning resources

Dyslexia

Dyslexia mainly affects literacy and language-related skills. It is characterised by weaknesses in the fluency and accuracy of reading and writing and in the speed and quantity of information which can be processed at any one time. There might also be difficulties with aspects of fluency, organisation of ideas and sequencing in reading, writing, and, in some cases, speaking. 

Examples of how we support Dyslexia

• Visual supports for keywords

• Pre-teaching and post-teaching

• Alternative ways to learn to read and write other than synthetic phonics - precision teaching for high frequency words, Nessy intervention

• Extra processing time

• Multi-sensory learning resources

Dysgraphia

Dysgraphia is a neurological condition that can affect written expression and fine motor skills. Not to be confused with similarly-sounding dyslexia, dysgraphia affects a person’s ability to organize and express thoughts and ideas in written form.

Writing is more than just putting pen to paper! Your brain needs to compute a complex set of instructions to process language in your mind, and then send those messages to your muscles in your hand and out onto the page, letter by letter.

Dysgraphia: from dys- ‘difficult’ + Greek -graphia ‘writing’.

Examples of how we support pupils with Dysgraphia:

• Limiting the amount of time students are expected to write can make a difference in how quickly they “burn out” while writing. 

• Give students extra time for completing tasks, such as copying down notes, and completing assessments or tests. 

• Limit the amount of writing they need to do. For example, pre-fill out their name and date on a worksheet, or provide typed copies of classroom notes.

• Make allowances for their style of writing. For example, if they find it easier to write in print, rather than cursive writing.

• Scaffold their writing. Provide children with visual support to help them organize their thoughts, or allow multiple drafts of an assessment to help them build confidence in their work.

• Offer alternative forms of recording, for example using text to speech software on the iPad, typing on a Chromebook, etc.

Dyspraxia or Developmental Coordination Disorder (DCD)

Dyspraxia/Developmental Co-ordination Disorder (DCD) is characterised at its core by needs or underdevelopment in fine and/or gross motor co-ordination, but also by difficulties with organisation skills and sometimes visual perception. This can result in problems with writing by hand, concentration, personal and work organisation, time management and social difficulties. 

Examples of how we support pupils with Dyspraxia/DCD:

• Interventions to be taught ways to do activities they find difficult, such as breaking down difficult movements into smaller parts and practicing them regularly

• Adapting tasks to make them easier, such as using special grips on pens and pencils so they are easier to hold