The consequences of motor/learning difficulties for school‐age children and their teachers: Some parental views

Abstract

Chesson, McKay and Stephenson look at pupils described as ‘clumsy’ but for whom they use the term motor/learning difficulty, In particular, they are concerned with parental views and attitudes. Their investigations suggest that on the whole they are very supportive of school. Worries emerge, however, as pupils progress to secondary education. The authors present us with some apt recommendations and plead for greater co‐operation at a variety of levels.

‘Always the guiding hand’: parents' accounts of the long‐term implications of developmental co‐ordination disorder for their children and families

“…Later, in order to explore specific issues in more depth, and to reflect everyday life and capture 'real' examples of experience (Cantell & Kooistra 2002), interview guides were developed, taking into account gaps in the literature and questions posed by our previous studies (Stephenson & McKay 1989;Chesson et al 1990Chesson et al , 1991Stephenson et al 1991). Twelve key questions were asked, with a strong emphasis on the family (Box 1).…”

Cohort analysis of writing in Year 7 following two, four and seven years of the National Literacy Strategy

“…In children with DCD, Chesson and MacKay et al. (1991) found over 50% had had speech therapy, and some of the group were only identified on entry to school.…”