Jones, N.

(2005) Developing School Provision for Children with Dyspraxia: A

Practical Guide. London: Sage Publishing. pp. 51-58

This chapter is written regarding the support for assessing children with coordination

difficulties. It looks at the different ways a child may present with these difficulties in

a classroom environment. The specific learning difficulties are clearly defined and

easy to relate to. However, it does not look at the holistic principles of individual

children and their needs and only provides a general description. This chapter does

look at the importance of recognising the specific characteristics of coordination

difficulties in children but does not address the importance of the needs and

disparities of individual children. The consequences of this are that the source does

not provide a full comprehensive picture of all children’s needs. This book is aimed

at professionals in education who have basic, limited information and experience of

recognising these difficulties. It does not give enough valuable insight and data on

the topic so there is no real evidence to back up the authors personal views, making

the source not credible enough to gain data and statistics to gain a full detailed

research aim. However, the author of the book can be regarded as a valuable and

reliable source, as she trained and began her career teaching Physical Education

and then later specialised in teaching children with Special Educational Needs. The

author also received all the evidence and information included in this book from her

role as assistant head of a Special Educational Needs service based in Wales. This

could ensure that the information in this book is from the views of a person who

could be an insider with first-hand knowledge. However, although the book does

give an insight into dyspraxia, it does not give a full rounded view of children’s needs

and therefore, the book is of limited value to the researcher.

 Miyahara, M and Baxter, G. (2011) Children with “Dyspraxia”: A Survey of
Diagnostic Heterogeneity, Use and Perceived Effectiveness of Interventions.
Journal of Developmental and Physical Disabilities, [Online] 23 (5), pp: 439-
458. Available from:
https://www-proquest-com.ezproxy.bolton.ac.uk/scholarly-journals/children-with-
dyspraxia-survey-diagnostic/docview/2259581041/se-2?accountid=9653.
[Accessed 28 November 2020].

This journal article was based on a survey with parents whose children were

diagnosed with dyspraxia and attended various dyspraxia support groups and used

diet supplements. The research was empirical, and the data was taken from views

of parents with first- hand knowledge of dyspraxia. The journal is aimed at parents,

health educators and teachers, who would already have knowledge of dyspraxia, but

this gives a valuable insight into how interventions can help improve symptoms.

Both authors had valuable knowledge themselves, with each of them being doctors

and lecturers of physiotherapy and physical education. The research was gathered

from insider views which makes it rich, valuable and reliable as it comes from

primary sources. Along with figures and data stating 64% of children attending

support groups and 72% of children taking dietary supplements, this study gives a

valuable insight how early intervention can help children to cope better with their

situation. The data also gives the study more significance. This journal is an

interesting piece of research to read, however, as it was written in New York this

study only uses a limited amount of the population and therefore has the potential for

limited data just from one country that may not have the same findings in the United

Kingdom.
Duncombe, R and Preedy, P. (2020) Physical development in the early years:
exploring its importance and the adequacy of current provision in the United
Kingdom. International journal of Primary, Elementary and Early Years
Education, [Online] 48 (8), pp: 3-13. Available from: https://www-tandfonline-
com.ezproxy.bolton.ac.uk/doi/full/10.1080/03004279.2020.1817963. [Accessed 30
November 2020].

This journal article gives a balanced view of support available both in schools and

early years settings. The study was carried out in four early years settings of 115

children aged 4-5 years old using an online survey completed by 24 early years

practitioners. The study was an empirical study from the insider perspective. The aim

of the study was to explore the level of children’s physical development in their first

year of school using The Movement Assessment Battery for Children (MABC-2). The

findings reported that there was a decline of 34% in fine and gross motor skills since

the last study carried out in 2007. Although the sample group was relatively

restricted the study was from an inductive approach which looked to see if patterns

emerged from the various responses. The researcher then looked at other areas that

were further examined, such as the percentage of boys who develop fine motor skills

later than girls and the help available. This research then used recent statics and

data provided by the National Health Service (NHS) which is a reliable and valuable

source. The holistic view of all children was considered when the research was

carried out, unlike the research discussed by Jones (2005). The journal is written by

an author who has written many other journal articles in this field and has a vast

knowledge of childhood development. These credentials along with her qualifications

in early years teaching increase the sources credibility. The journal article was

relevant to the research question which looks at support available for children with

dyspraxia in Early Years settings as it gives a clear and valuable insight into support

available not just in settings but with outside agencies. This journal is aimed at both
families and early year practitioners and will be a valuable source to use to research

the question what support is available for children with dyspraxia in the early years.

Addy, L. (2005) How to Understand and Support Children with Dyspraxia.

London: LDA Publishing.

Addy has over 20 years’ experience working with children with Special Educational

Needs. This book is aimed at teachers, teaching assistants and therapists, and

offers valuable advice and details of the needs and difficulties faced by children with

dyspraxia. Lois Addy emphasises the importance of understanding dyspraxia in

order to provide effective support for children with co-ordination and perceptual

difficulties. Addy has a PhD in Developmental Psychology and has published many

other articles and books within this field, from an insider perspective and a vast

range of knowledge on each subject. With these qualifications and insider knowledge

this makes this book a valuable and reliable source to use. Although this book does

not give quantitative research such as facts and figures as provided in the research

by Duncombe & Preedy (2020) Addy’s qualitative insider research gives rich data

that will be valuable to use.

Passmore, B. (2009) Dyspraxia. The Times Educational Supplement. [Online]

26 September. Available from:

https://search-proquest-com.ezproxy.bolton.ac.uk/trade-journals/dyspraxia/docview/

209492356/se-2?accountid=9653.[ Accessed 1 December 2020].

This article was written to coincide with Dyspraxia awareness week back in 2009.

Passmore has experience of working with children and written over 354 articles for

The Times Educational Supplement (TES). However, he claims he has had very little

experience working with children with Special Educational Needs. The article is

aimed at teaching staff to help raise awareness of children who need support and

how practitioners can recognise basic traits of a child with dyspraxia. The article is

clear and well written but only offers basic advice such as recognising how a child

can sit correctly on a chair. This is a general overview and does not constitute for all

children with dyspraxia, which could result is some children missing out on valuable

assistance and support. He only gives his own views and does not consider views

from other practitioners, so the data is very limited. This source would not be

considered useful to research the question what support is available to children with

dyspraxia in the early years.

Pedro, A. and Goldschmidt, T. (2019). Managing dyspraxia: Pre-school

teachers’ perceptions, experiences and strategies. Journal of Psychology in
Africa, [online] 29(2), pp.182-186. Available at:
https://www.researchgate.net/publication/332893909_Managing_dyspraxia_Pre-
school_teachers'_perceptions_experiences_and_strategies [Accessed 09
December 2020].

This article is written authors both of which are from the University of the Western

Cape in South Africa. Both authors are from the department of psychology. This

article is aimed at exploring pre-schools teachers’ awareness and understanding of

dyspraxia and the support they require for teaching children with dyspraxia. This

research was carried out by using an exploratory qualitative approach. These

participants were 15 teachers all who teach children with dyspraxia. Even though this

research was carried out using 15 teachers, they do not look at what the general
public outside of the school know about dyspraxia, and a limitation for this research

is that it was conducted in South Africa, this is a limitation as practitioners in South

Africa might have more knowledge than practitioners in the UK. This article is aimed

at both practitioners and parents, from a practitioner’s side it discusses early

intervention and has identified strategies to support learning and from a parental side

it has looked at the parental involvement and professional development. This article

is beneficial to the literature review because it does identify the support used to help

and support children with dyspraxia in an early- years setting.

Ripley, K., Daines, B, and Barrett, J. (2015) Dyspraxia: A Guide for Teachers

and Parents. Oxon: Routledge.

This book was written by three authors who all have extensive knowledge in working

with children with Special Educational Needs. Ripley is a Senior Educational

Psychologist with over 20 years’ experience, Daines has over 15-years’ experience

in teaching with a special interest in speech and language and Barrett is both a

qualified teacher and speech and language therapist. With this vast amount of

experience this book is a reliable source to use as each author has offered advice to

both parents and other teachers from their own personal experiences. The data used

is form a quantitative view which and empirical view as it considers others

experiences to form an overall result that they discuss. The book is aimed at both

parents and teachers and offers practical advice in supporting children with

dyspraxia. The book looks at the holistic views of all involved therefore, the

information is both ethical and non-bias. This book is valuable and beneficial to the
literature review as it clearly covers and identifies help and support for children in the

early years with dyspraxia.

Addy, L. and Dixon, G. (2004) Making Inclusion Work for Children with

Dyspraxia: Practical Strategies for Teachers. [Online] pp: London: Routledge

Taylor. Available from: https://ebookcentral.proquest.com/lib/bolton/reader.action?

docID=198451

The authors of this book have written many other sources on this topic and have

written this book again from an insider view having worked with children with

dyspraxia for many years. Addy is a Senior Lecturer in Health Studies and a member

of the medical committee for the Dyspraxia Foundation. Dixon also has written from

an insider perspective as she is an independent special needs dyspraxia advisor and

trainer. Dixon also has inside and personal knowledge of dyspraxia, having a son

with the condition. This knowledge of dyspraxia from both a professional and

personal level gives rich, reliable and non-bias data that is valuable to use in

research. The book is aimed at both professionals and parents and covers strategies

to help children cope within the setting and at home. Although the book is written for

parents and practitioners with little knowledge of dyspraxia it does include chapters

on support available for parents that Addy (2005) does not discuss in her other book.

This book explains the problems and emotions parents may also experience when

their child does not receive the correct support in classroom and the negative effects

this could cause such as mental health and low confidence issues. This book is a

valuable resource to use in the literature review as it clearly describes support

available for both children and parents of children that have dyspraxia, whereas the

other books do not cover this topic.

Bentham, S. (2011) A Teaching Assistant's Guide to Child Development and

Psychology in the Classroom. 2nd ed. London: Routledge. pp: 116-119.

This chapter covers practical exercises and extra advice on support for children in

the early years. The book was aimed at early years teaching assistants to recognise

early signs of dyspraxia in children, and the relevant support needed to communicate

with both parents and practitioners in helping with referrals for official diagnosis. The

author is a senior lecturer in education and offers an insider perspective having

taught as a Special Educational Needs teacher for 15 years. Her knowledge on the

subject comes form a social constructivist view having gained knowledge on

dyspraxia from interaction working with both children and parents of children with

dyspraxia. Throughout the book she includes data and figures such as the

approximate ages of children with early diagnosis and actual interviews with parents

and children with dyspraxia and the problems of a late diagnosis and lack of support

can cause. This gives both qualitative and quantitative data. It looks at the views of

both children and families with early and late diagnosis and compares these. This

would be a value source to use as none of the other resources cover both

advantages and disadvantages including rich first-hand interviews from the children

themselves, using both a positivist and interpretivist position.

Wayman, S. (2016) When the brain takes the 'scenic route': Over 80% of
children with dyspraxia are missing out on crucial treatment, research finds.
The Irish Times. [Online] 1 November. Available from:
https://search-proquest-com.ezproxy.bolton.ac.uk/newspapers/when-brain-takes-
scenic-route/docview/1834118420/se-2?accountid=9653. [Accessed 12 December
2020].

This newspaper article offers a non-bias approach to the difficulties of children in

mainstream school not receiving early support compared to those children who did. It

is aimed at the general public with little or no knowledge of dyspraxia, however it

does give a detailed explanation of dyspraxia to the readers. The author has no

experience of dyspraxia and has a non-objective detached approach that looks at

both sides of the story, this enables the researcher to develop an insight into

people’s own experiences by reading the qualitative data through the interviews

carried out from parents who gave an empirical view. The interviews were carried

out in Dublin, Ireland so all data could be used as it would not be a limited source

and would be relevant. However, there does not seem to be much in the way of

quantitative figures and numbers and does not come from a large cross section of

people. This source is relevant and useful as the main aim of the research is to

evaluate the importance of support given to children with dyspraxia.