Understanding Developmental Dyspraxia: A Textbook for Students and Professionals

Rating:
Summary: Excellent information on dyspraxia, research & intervention
Review: This is the third publication by Madeleine Portwood who is a Specialist Senior Educational Psychologist, working in County Durham. Madeleine is also Chair of the Dyspraxia Foundation's Education Committee.

The book begins by discussing the definition of dyspraxia and conditions such as ADHD, Aspergers Syndrome and other learning disabilities. It extends this information to include facets of co-morbidity and includes a useful case example, apparently displaying symptoms of dyspraxia, but which is used to define the need for thorough investigation and full case history. The book then goes on to describe in significant detail, the neurological basis of dyspraxia, developmental differences between the sexes and observable characteristics. There is significant medical information and terminology; however, I found the information clearly set out, with many useful diagrams to illustrate the various data being explained.

Further chapters on assessment offered considerable new information and research material. There were further case histories and interesting information on aspects such as associated vision impairments and the use of coloured overlays and tints. A welcome section included the role of the Education Authorities and provision for the child in school. There was information on the Code of Practice, as well as practical advice on how to implement many aspects of provision and intervention. The section on 'optimising the educational environment' was packed with useful information, backed up with research data and wonderful examples of children's case histories and work, both before and after intervention. (Look out for Johnathan's poem - an excellent example of not judging by appearance.)

I particularly enjoyed the section on intervention in Ellemore Hall residential school. It was a excellent example of both staff and pupils working together and was a credit to their commitment to the programme. Again, there were samples of work by the pupils and it was lovely to read that they wanted to be acknowledged for their efforts using their real names. The comments made by the teachers reflected the success of the programme and I felt that this chapter seemed to pull together all the theory that had gone before, to show how the intervention could succeed in practice, so long as everyone was willing to put in the work. The last chapter in dealing with the future rounded off the volume in such a way that, far from feeling that I had finished a book, I felt more as if this chapter conveyed the ongoing need for further research into this condition, gave indicators as to where these directions may take us and left us wanting to find out more. The Appendices at the back also gave useful information on the Dyspraxia Foundation and other organisations.

The recognition of 'real life' knowledge was a key part of the uniqueness of this volume. With this book, Madeleine Portwood has managed to convey much valuable medical information and further research, but as in her other publications, her ability to weave extra information, reminding us of the implications of this condition upon the individual child, adult or family, makes this an invaluable guide not only for those in medical fields, but for teachers, students and anyone dealing with those affected by dyspraxia on a regular basis. I would thoroughly recommend this book to anyone with an interest in studying developmental dyspraxia, it's implications and effective interventions.