Management in the Classroom
Key concepts
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What can be done to help children in the classroom?
Most everyday activities of childhood, and particularly those in the school environment, are motor-based. If a child cannot make his body perform the tasks in the way that his mind desires, it is incredibly frustrating and can be self-defeating. Teachers can make a huge difference to the child's self-esteem if they adjust and accommodate for the child's difficulties. The provision of accommodations and modifications to everyday activities by special educators and classroom teachers can help children to be more successful in the school environment. The motor difficulties of children with DCD do not go away so the focus needs to be on helping children learn to cope with the demands of the classroom environment in a way that encourages maximal learning and participation. Classroom teachers can adapt and modify activities to allow children to achieve curriculum expectations with less emphasis on the motor components of those activities.
As a general strategy, classroom teachers can be taught how to "M.A.T.C.H." classroom tasks to the needs of the child and make a significant difference in the child's ability to participate, to be successful and to enjoy school. "M.A.T.C.H." sheets for teachers (Modify the task, Alter expectations, Teach strategies, Change the environment, Help by understanding) have been developed that outline common areas of difficulty for each grade level and suggest practical ways in which teachers can modify activities or adjust their expectations, and include specific suggestions for physical education class and recess.
Other information:
Children with DCD: At Home and in the Classroom
To Write or To Type: That is the Question!
Journal articles:
They're Bright But Can't WriteUnderstanding Teachers' Perceptions - For more information:
Rivard, L., Missiuna, C., Hanna, S. & Wishart, L. (2007). Understanding teachers' perceptions of the motor difficulties of children with developmental coordination disorder (DCD). British Journal of Educational Psychology, 77, 633-648.