LEARNERS

WITH
DIFFICULTY
MOVING
AND
WALKING
INTRODUCTION.
• When a child has difficulty moving or walking the physical
domain is affected.
• Examples: Dyspraxia, Stereotypic Movement Disorder, Tics and
Cerebral Palsy
A. Definition

DEVELOPMENTAL
COORDINATION
DISORDER (DCD) OR
DYSPRAXIA
• a chronic condition that begins in
childhood that causes difficulties
with motor (movement) skills and
coordination
• first signs of dyspraxia (DCD) begin
in childhood during the
developmental period
• “clumsy child syndrome”
• commonly affects men and people
assigned male at birth than women
A child may be more likely to have
dyspraxia if:
• They were born prematurely before
the 37th week of pregnancy,
especially if they were born before the
32nd week of pregnancy.
• They were born with a deficient
weight (less than 4 pounds).
• They have a family history of
developmental coordination disorder.
• The mother drinking alcohol or taking
illegal drugs while pregnant
Signs to Look Out For
• babies and toddlers exhibit a delay in
starting to crawl, roll, or sit.
• show difficulty when they walk, feed
themselves, dress, draw and/or write
• they have trouble stacking things,
playing with certain toys, using
pencils, using cutlery, eating, and
generally co-ordinating their
movements
• playground activities like running,
jumping, and kicking or catching a
ball may be difficult for them to co-
ordinate correctly
• trouble with buttoning clothing when
they’re older and tying shoe laces is
also a classic sign
 CLUMSINESS SLOWNESS INACCURACY
OF MOTOR
SKILLS
Children with dyslexia/DCD may also have trouble with concentration, low
attention spans, following instructions, copying information and organising
themselves or other items. Due to the issues around the condition, they are often
slower at picking up new skills. All of this can be very frustrating for them, so
sometimes they develop behavioural problems too. Dyspraxia/DCD can make a
child feel different, feel isolated, sometimes become the focus for bullying and
often have trouble making friends. All of this can lead on to give sufferers a low
sense of self-esteem.
 A. Definition

STEREOTYPIC
MOVEMENT
• aDISORDER
condition in which a person makes
repetitive, purposeless movements
typically outside the attention of
the person performing them
Common childhood stereotypies
include the following:
• Thumb or hand sucking
• Head banging
• Self-biting
• Hitting own body
• Body rocking
These are some factors that may play a role in the
development of stereotypic movement disorder:
• Genetic factors: Stereotypic movement
disorder may be genetic, as some children who
develop it have family members who had the
condition when they were young.
• Brain conditions or injuries: The condition may
be caused by brain injuries or neurological
problems in childhood.
• Developmental conditions: Developmental
conditions like autism can cause a child to
develop secondary motor stereotypies.
• Gender: Boys may be more likely to develop
stereotypic movement disorder than girls.
• Drug Stimulants: Stimulant drugs such as
cocaine and amphetamines can cause a severe,
short period of movement behavior. Long-term
stimulant use may lead to longer periods of the
 A. Definition

CEREBRAL PALSY
• Cerebral means having to do with
the brain
• Palsy means weakness in or
problems with using the muscles.
• a disorder of movement and posture
that results from damage to the
areas of the brain that control
motor movement (Kirk et al. 2015)
• muscle tone (tension in the
muscles) affects voluntary
movement and full control of the
muscles resulting in delays in the
child’s gross and fine motor
This damage to the brain can occur before, during
or after birth due to an accident or injury.

Congenital CP:
• Related to abnormal brain development or
damage before or during birth.
• Accounts for 85% to 90% of CP cases.
• Specific causes are often unknown.
Acquired CP:
• Occurs more than 28 days after birth.
• Usually linked to infections (e.g., meningitis) or
head injuries.
 QUADRIPLEGIA
The term plegia from the Greek word
All four limbs, both arms and legs, are
meaning “to strike” is used with a affected; movement of the trunk may also be
prefix that indicate the location of impared
limb movement. The ff are
classifications of cerebral palsy:
MONOPLEGIA
Only one limb is affected (upper or lower) DIPLEGIA
Legs are affected, less severe involvement of
the arms
HEMIPLEGIA
Two limbs on the same side of the body is
affected

DOUBLE HEMIPLEGIA
Impairment primarily involves the arms, less
TRIPLEGIA severe involvement of the legs.
Three limbs are affected
B. Identification

Developmental Coordination Disorder (DCD) is often identified by

family members and early childhood practitioners. When parents notice
their child struggling with fine or gross motor skills, they usually
consult a pediatrician, who may refer them to specialists like a
developmental pediatrician, physical therapist, or occupational
therapist. Some signs that may indicate DCD include more severe
difficulties in movement than what is typical(Nordqvist2017).
B. Identification

Table 6.5 Signs of Developmental Coordination Disorder

 B. Identification

I. Fine and Gross Motor Skills:

• Gross Motor Skills: Use large muscles for activities like throwing,
jumping, running, walking, and balance maintenance.
• Fine Motor Skills: Involve smaller muscles, essential for writing,
cutting, tying shoelaces, buttoning, and similar tasks.
> An assessment of motor skills also checks the child’s developmental
milestones, balance, and sensitivity to touch.

II. Evaluation Criteria:

• Strength and Flexibility: Evaluators check muscle bulk, texture,
flexibility, and motor planning (e.g., hand dominance).
• Oral Motor Coordination: Activities such as blowing kisses or blowing
out birthday candles may also be assessed.:
 B. Identification

Stereotypic Movement Disorder (SMD):

Identification and Diagnosis:

• SMD involves repetitive, nonfunctional

movements such as hand-flapping or body rocking.
• Commonly occurs in children aged 2-5 years.
• Often linked to other conditions like Autism
Spectrum Disorder or other developmental
disabilities.
• It can be classified as primary (occurs in typically
developing children) or secondary (exists alongside
other neurological disorders).
 c. Learning
Characteristics
Motor difficulties and disabilities are known to significantly affecr a childs
ability to perform daily activities, which include memory, perception and
processing ,planning, carrying out coordinated movements. Speech may also
be affected as motor control is needed in articulation and production.

Harris et al. 2015

• Developmental coordination disorder also affecs psychosocial functioning
as children report to have lower level of self-efficacy and cempetence in
physical and social domains, experience more symptoms of being
depressed and anxious, as well as display externalizing behaviors .
Valente et al. 2019
• Children with stereotypic movement disorder also tend to have low self-
esteem and have been reported to be withdrawn.
 C. Learning
Characteristics
“RANGE OF STRENGTH”

This has to be acknowledged in every child with a disability (Armstrong

2012). Students with movement disorder may excel in other areas of
intelligence that are not controlled by motor functions. (depending on the
severity of the disorder and the presence of a supportive adult)

• Adequate intelligence
• creativity
• language skill

Children with motor difficulties and disabilities, support systems are needed
to ensure that they are given equal opportunities to access learning
experiences in school alongside their typically developing peers.
 D. General Education
Adaptation
• First and foremost, children with motor difficulties and disabilities need
primary intervention with specialist such as Physical and Occupational
Therapists.
• Physical accessibility of a school and classroom to children with motor
difficulty/disability is essential. Ramps and elevators for schools with
multiple levels of building is necessary, as well as the provision of
wheelchairs.
 D. General Education
Adaptation

Practical classroom accomodations for children with developmental

coordination / movement disorder:

RESPONSE SETTIN
• Asking a peer/adult a G
scribe for note-taking • Allow for preferential seating
• Try different writing near the teacher
tools and pencil grips • Adjust chair/desk height to
• Allow for oral maximize posture and
recitation/ test-taking stability
to supplement written • Provide opportunities for
tests movement breaks
• Provide alternate
assessment methods
D. General Education
Adaptation

Practical classroom accomodations for children with developmental

coordination / movement disorder:

SCHEDUL OTHERS
E
• Allow for extra time to • Photocopy notes and
complete tests and homework remainders for
the child
writing assignments
• Allow to take photos of notes
• Provide extra time to
and homework reminders
change for physical • Give aadvance organizers
education classes before a lesson/lecture to
lessen/remove writing task
• Send lecture handouts via
email
THANK YOU FOR
LISTENING