Recognising developmental coordination disorder in Foundation Phase classrooms

Nicola L Winson,Jean V Fourie

doi:10.4102/sajce.v10i1.838

Abstract

Background: Developmental coordination disorder (DCD) is a neurodevelopmental motor disorder affecting 5% to 6% of children globally. The motor skills deficit associated with DCD is characterised by its impact on academic productivity, activities of daily living and play. Although the Department of Education’s ( 2014 ) policy on screening, identification, assessment and support (SIAS) calls for teachers to be the first line of identification of learning barriers, teachers are often unaware of the characteristics of DCD and have difficulty in recognising the condition. Aim: This study explored the recognisable characteristics of DCD, which Foundation Phase learners may display, to assist teachers in effectively recognising this potential learning barrier. Setting: Occupational-, speech- and physiotherapists, remedial teachers and educational psychologists working with Foundation Phase learners in Johannesburg, South Africa, participated in the study. Methods: Within a generic qualitative design, semistructured interviews were conducted. The interviews were audio-recorded, transcribed and the content coded into meaningful units to derive themes relating to the study’s aim. Results: Developmental coordination disorder has multidomain and cascading characteristics. Learners present with fine and gross motor challenges, difficulties with social interaction, frustration and associated aggression, and task avoidance. Challenges regarding planning, sequencing, organisation, slow task completion and difficulties with academic skills may be observed. Conclusion: Developmental coordination disorder is recognisable in Foundation Phase classrooms, provided that teachers carefully observe learners’ behaviour. Early recognition of symptoms may lead to accurate diagnosis, increased understanding and the provision of appropriate supportive interventions.

Highlights

Developmental coordination disorder (DCD) is a chronic neurological condition that influences movement and coordination, resulting in delayed gross and fine motor skills and general clumsiness (Missiuna et al 2006)
This study explored the symptoms of DCD that teachers may observe in Foundation Phase classrooms
To gain a holistic understanding of the symptoms of DCD, occupational therapists, remedial teachers, physiotherapists, speech therapists and educational psychologists were purposefully selected and invited to participate in the study. These multidisciplinary professionals work in mainstream schools, remedial schools and private practices with learners who are diagnosed with DCD

Summary

Introduction

Developmental coordination disorder (DCD) is a chronic neurological condition that influences movement and coordination, resulting in delayed gross and fine motor skills and general clumsiness (Missiuna et al 2006). Developmental coordination disorder is recognised by the American Psychiatric Association as a neurodevelopmental disorder, which affects 5% to 6% of schoolgoing children (APA 2013; Marien et al 2010; Sadock, Sadock & Ruiz 2015). It can, be considered a common neurodevelopmental disorder in children of school-going age. Developmental coordination disorder (DCD) is a neurodevelopmental motor disorder affecting 5% to 6% of children globally.

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