Page 35 - PSPS: A Training guide

Motor and Mental Development:

Some children with intellectual or developmental disabilities may benefit
from additional support in their motor and mental development.
Psychomotorics or play therapy can be effective approaches to enhance
their overall development and engagement. These interventions focus
on promoting physical coordination, sensory integration, and cognitive
skills through structured play activities. By collaborating with
occupational therapists and incorporating these therapies into the
transition process, those involved with transition can help children
develop essential skills needed for their new school experience.

Children with learning difficulties may struggle with mastering specific academic
skills such as reading, writing, or mathematics. These children may benefit from
specialised instruction and accommodations to help them succeed in school. Families
of these children may need support in advocating for their child’s educational needs.
Some of the strategies educators/transition professionals can employ include:

Identifying specific areas of difficulty:

Educators/transition professionals can work closely with the child, parents, and
educators to identify the specific challenges the child faces in their learning. This
involves conducting assessments, reviewing educational records, and observing
the child's performance in different academic areas.

Example: Through assessments and discussions with the child's parents and
teachers, the professional identifies that a child with dyslexia struggles with
reading fluency and comprehension but demonstrates strong analytical abilities.

Implementing targeted interventions:

Educators/transition professionals can collaborate with special education
teachers, mainstream teachers, and parents to design individualised support
plans that address the child's specific learning needs. They implement targeted
interventions and accommodations to support the child's academic progress.

Example: For a child with dysgraphia who has difficulty with handwriting, the
relevant professional (i.e. occupational therapist) may recommend the use of
assistive technologies and software, such as speech-to-text software or
specialised writing aids, to facilitate written expression.

Providing assistive technology tools:

Specialists can introduce and implement assistive technology tools that aid in
overcoming learning barriers. These tools can enhance the child's learning
experience and support their engagement in the classroom.