As explored in the first episode of The Dyspraxic Social Worker, dyspraxia is a term that describes differences in sensory processing. This can make planning and organising our movements and actions difficult.
This episode of The Dyspraxic Social Worker will start by introducing the history of dyspraxia, before breaking down the meaning of the word and three components of Dyspraxia.
The history
Our knowledge of dyspraxia traces back to 1900’s, however it was known then as Congenital Maladroitness. In France, some doctors called it ‘motor weakness’ or psychomotor syndrome and stated it was mainly observed in children. Therefore, contrary to popular belief Dyspraxia isn’t ‘new’ – it has been known about for over 100 years – although public awareness lacked and still lacks.
In 1937 dyspraxia became a bit more well know when the popular American neuropsychiatrist, who studied dyslexia, Dr Samuel Orton began looking at dyspraxtia - raising Dyspraxia’s profile.
Despite taking two steps forward, we took a couple of steps back when in 1975 Sasson Gubbay publishes “The Clumsy Child”, and the term clumsiness was primarily used to describe Dyspraxia.
Thankfully, despite Gubbay’s publication, in 1980 the word Dyspraxia the popular term to discribe the neurological difference. In 1989 the term ‘clumsy child syndrome’ was gone for good. Charities were also set up as research increased our knowledge and awareness. The Dyspraxia Foundation, then known as the Dyspraxia Trust was set up in 1987.
Research suggests there are three different components to dyspraxia, which will be explained below.
The three components
Ideation- Ideation is the process of coming up with an idea of what to do. It involves knowing what to do as an action or with an object and being able to anticipate a plan of action. Ideation is also the ability to grasp an idea.
For example, if you have just started started working with a young person, possibly with figures, ideation would involve the idea to use figures, what the figures represent, what to do with the figures, and how to engage with the young person with the figures/activity.
Planning- The planning component of Dyspraxia involves figuring out how to achieve your idea. Planning involves knowing how to move and being able to send the right messages from the brain to the relevant muscles and areas of the sensory system to carry out the movements.
For example, you may have decided you are going to engage with the young person’s interest in paw patrol or tictok. You then need to decide how Paw Patrol will support your work with the young person. What you can use that is Paw Patrol themed. How you will weave assessment questions into direct work, observations and games. How you will then capture the stories and activities from direct work, and evidence together. How you will communicate explain to the young person what is happening and why in a way that suits them.
Equally, you may have decided to build Lego with a young person to build rapport and establish a relationship. With the Lego, you might decide you need all the long bricks to create the outline of your castle. Then you might plan where the doors will go and where to put the windows. Whilst building you are constantly figuring out which bricks to put where to bring your idea to life!
Doing- This is the act of your body moving and achieving what you have set out to achieve.
For example, doing could involve playing with a teddy paw patrol to resemble different members of a family. Doing could also include typing up the assessment to the online database. With Lego, it involves using your fingers to put the bricks together lining bricks up and pressing with the right force to connect the bricks.
To be diagnosed with Dyspraxia, you must experience differences in processing with at least two of the three areas above- some people with dyspraxia experience difficulties with all three areas. They must also have neuroligical differences in either thinking of an idea of what to do and/or figuring out how to do it.
Knowing if a person struggles with planning or just movement will enable them to receive the appropriate support. As GriffinOT explains, if a person ‘only has challenges with the motor performance, then practising their motor skills will help improve their abilities. If, however, they have difficulties with ideation and planning, they will also need support to develop their ability to think of ideas and to plan what they will do’.
Why is sensory processing important?
The sensory information we receive informs over day-to-day decision making and is therefore very important to our day-to-day lives. Because of brain processes and sorts information differently - often not based on its relevance - it can make day-to-day personal and professional decision making difficult. This is because differences in our processing means our brain cannot differentiate what information it should pay attention to and what information it should not. The most common consequence of sensory messages being sent to the wrong place is that responses to sensory information is not appropriate.
In the next episode of The Dyspraxic Social Worker, and the most important, we will be exploring and championing the many strengths of Dyspraxia. Please get in contact and tell us how dyspraxia has positivly impacted you life, professional practice and work with children and families.
Thank you for reading!
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