Abstract
The present study examined the effect of teacher support on the development of motor abilities by pupils with dyspraxia. Two specific objectives that centred on tutoring sessions and supplemental training were formulated to guide the study. The sample of the study was made up of twelve pupils in class three and twelve in class four selected from Catholic School (CS) Mutengene in Tiko Sub Division and Cameroon Baptist Convention (CBC) School Great Soppo in Buea Sub Division, Fako Division of the South West Region of Cameroon. Two teachers from each school also took part in this study. A motor ability test was administered to the intervention as well as the control group in order to measure the pupil’s abilities in relation to gross and fine motor skills. Based on comparative pre-test and post-test design with non-randomized experimental and control groups, the results of the study revealed that teacher support had a significant effect on the development of motor abilities by children with dyspraxia. Inadequate teacher support for pupils with dyspraxia was seen to have negative effects on the development of motor skills by children with dyspraxia; hence teachers should use more of enactive instructional strategies when dealing with dyspraxic learners. The schools should also have an all enriching environment for pupils to explore and fully develop their motor skills.
Highlights
Children with dyspraxia have a marked impairment in the performance of functional motor skills required to succeed at school
The aim of the study was to examine how support from teachers can lead to the development of motor abilities by pupils with dyspraxia in the Tiko Sub Division
From the intervention carried out with the experimental group used in the study and with the noticeable high progression rate, it was established that tutoring sessions have a significant effect on the development of motor abilities for pupils with dyspraxia
Summary
Children with dyspraxia have a marked impairment in the performance of functional motor skills required to succeed at school. Dyspraxic children are more likely to fall or trip up, or bump into things. They may be messy eaters, find it hard to use a knife and fork together, spill drinks and be slower at dressing than their other brothers and sisters. The first concentrates on processes underlying motor skills and aims to improve sensory motor areas. The second focuses on teaching functional tasks aimed at intervening in the deficient areas (Kruntz, 2003). Ideational or planning dyspraxia affects planning and coordination ideomotor or executive dyspraxia affects the fluency and speed of motor activities. Intervention and treatment can help to reduce the emotional, physical and social consequences that are often associated with this disorder
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