[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-152034-en":3,"doc-seo-152034-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},152034,8796095461564,"Liam","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",7,"Healthcare","Our Say in Our Schools - A Resource for Schools for Working with Young People with Dyspraxia","A school-focused resource developed with young people with dyspraxia (including DCD), featuring their voices, lived experiences, and personal profiles to help classmates and teachers better understand how dyspraxia affects learning, concentration, movement, coordination, and organization. The material distinguishes dyspraxia as a real but variable experience—no two people experience it the same way—emphasizing strengths alongside challenges and the need for individualized support. It also highlights wellbeing impacts such as anxiety and self-esteem, and offers practical guidance for schools.","OUR SAY IN OUR  \nSCHOOLS  \nA resource for schools for working with young people with  \nDyspraxia  \n(Developed by young people with Dyspraxia)  \n“Don’t worry about walking a day in our shoes, just try a day thinking in our heads”  \nFacilitated by: Stephen Hodnett  \nMSc Occupational Therapy & B. Ed.  \nPREFACE  \nMy name is Stephen Hodnett; I am a qualified Occupational Therapist and primary schoolteacher. I was lucky enough to work with Dyspraxia/DCD Ireland during this year. My initial idea for this project was to create a document advising schools on best practice when working with children with Dyspraxia or Developmental Co-Ordination Disorder (DCD) . This was to be from my point of view, as someone who has experience of being both a teacher and a therapist.  \nThough, working with the children and teenagers during my time with Dyspraxia/DCD Ireland was a real eye-opener. It is clear that Iam not the expert. I am merely an outsider looking into their world.  \nThe true experts on these matters are the individuals living their lives with dyspraxia each day in these schools. Individuals; who may not ordinarily be given an opportunity for their voices to be heard.  \nThese children and teenagers offer amazing insight into their lives, their interactions with others and their experiences both as students and as people.  \nThey have taken a hold of this project and with the support of their ever-helpful families, they have created this resource. I have merely been a facilitator, funnelling their creativity, views and insights into this final resource.  \nFrom here on in, that is all I will have to say. The following pages of the resource contain only the children and teenager’s work and their voices on their lives.  \nINTRODUCTION  \n1. Help other children with Dyspraxia  \n2. Have our voices heard  \n3. Help schools and teachers to understand us and our lives  \nOur Goals are to…  \n•People don’t know enough about Dyspraxia  \n•It would be great if our teachers knew a bit more about our lives with dyspraxia  \nWe think that…  \n\n| We don’t want… |  |\n| --- | --- |\n|  |  |\n|  | To be treated differently\u003Cbr>We just want teachers to appreciate that we all learn differently and have different learning styles, the same as every other child |\n|  |  |\n|  |  |\n|  |  |\n| What are we going to talk about? | • Definition of Dyspraxia\u003Cbr>• How every person with dyspraxia is different\u003Cbr>•Our personal profiles\u003Cbr>•Our daily lives in schools\u003Cbr>•Our advice for schools and teachers |\n\nWHAT IS DYSPRAXIA (IN BOOKS)?  \nDefinition:  \nDyspraxia is a development disorder of the brain in childhood causing difficulty in activities, concentration and movement.  \nDyspraxia can affect motor coordination, fine motor skills, organisation, language skills, skill learning and balance.  \nDyspraxia can also lead to secondary concerns such as low self-esteem, low self confidence, mental health issues and social difficulties.  \nDyspraxia does not impact on Intelligence!!!  \nWHAT IS DYSPRAXIA (TO US)?  \n• “To me Dyspraxia is like a filter on my learning and thinking. A filter to what I can and can't learn, to what I can and can't understand.  \nWhen I’m in class one day we could be doing long multiplication and understand it fully, yet the next day I can become completely lost doing the same sums”.  \n• “Dyspraxia is like having a superpower, because I am good at Art and I am a wonderful person”.  \n• “I like having dyspraxia because I learn something new about myself every day”.  \n• “Sometimes, I don’t like having dyspraxia because you always stress about something and your anxiety does be through the roof, no matter what you do nothing helps until you get whatever you need to get done, done  \nIS IT JUST ME THAT HAS DYSPRAXIA?  \n“Dyspraxia is not the end of the world . It is the beginning of a whole new world”  \nMany famous and successful people have lived with dyspraxia. Some reporting that dyspraxia enabled them to be more creative. Here are some of the more famous people with dy","cbCaipSuTp8kznqu","https://ap.wps.com/l/cbCaipSuTp8kznqu","pdf",1397414,1,18,"English","en",105,"# Preface\n## Project purpose and facilitator role\n# Introduction\n## Goals for children’s voices and school understanding\n# What is Dyspraxia (in books)\n## Definition and key areas affected\n# What is Dyspraxia (to us)\n## Student perspectives and comparisons\n# Is it just me that has dyspraxia?\n## Famous people and the idea of beginning a new world\n# Dyspraxia affects all people differently\n## No one-size-fits-all interventions\n# Personal profiles\n## Strengths and what schools can do","[{\"question\":\"What does the resource say dyspraxia affects in a child’s school life?\",\"answer\":\"It notes difficulty with activities, concentration, movement, motor coordination, fine motor skills, organisation, language skills, skill learning, and balance, and may also bring secondary concerns such as low self-esteem, confidence issues, mental health difficulties, and social challenges.\"},{\"question\":\"How do young people describe dyspraxia “to us” compared with the written definition?\",\"answer\":\"They describe it as a changing “filter” on learning and understanding from day to day, and as something that can coexist with strengths and even a “superpower” framing. They also mention stress and anxiety when tasks must be completed.\"},{\"question\":\"Does the document suggest one standard approach works for all students with dyspraxia?\",\"answer\":\"No. It stresses that dyspraxia affects everyone differently, with no common symptoms or experiences shared by all children. It calls for schools to view students as people first and provide individualized support rather than a one-size-fits-all intervention.\"}]","Our Say in Our Schools - A Resource for Schools for Working with Young People with Dyspraxia | PDF",1787854265,45,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"our-say-in-our-schools-a-resource-for-schools-for-working-with-young-people-with-dyspraxia","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/healthcare/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/our-say-in-our-schools-a-resource-for-schools-for-working-with-young-people-with-dyspraxia/152034/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-27",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What does the resource say dyspraxia affects in a child’s school life?","Question",{"text":75,"@type":76},"It notes difficulty with activities, concentration, movement, motor coordination, fine motor skills, organisation, language skills, skill learning, and balance, and may also bring secondary concerns such as low self-esteem, confidence issues, mental health difficulties, and social challenges.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How do young people describe dyspraxia “to us” compared with the written definition?",{"text":80,"@type":76},"They describe it as a changing “filter” on learning and understanding from day to day, and as something that can coexist with strengths and even a “superpower” framing. They also mention stress and anxiety when tasks must be completed.",{"name":82,"@type":73,"acceptedAnswer":83},"Does the document suggest one standard approach works for all students with dyspraxia?",{"text":84,"@type":76},"No. It stresses that dyspraxia affects everyone differently, with no common symptoms or experiences shared by all children. 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