How Can Teachers Help? 
- Show the child where the toilets are and ask their parents to provide them with a pack of 'wet wipes'; they can then discretely clean themselves after visiting the loo.
- Try not to shout, accuse or allow your facial expressions to betray your impatience! (a child with Dyspraxia will test your patience) Allow the child time to come to trust you. These children do not open up or trust easily, you must be kind and patient. If the child does become upset or distressed, remain calm yourself, try to soothe them, this could take a while....
- Ensure that the lay out of the classroom allows the child to negotiate their way safely. Remember they have poor spatial awareness and will attempt to squeeze through inappropriate gaps. Be aware that they may fall. Is the area safe, both for them and other children that they may fall into?
- During Secondary education, the child's world undergoes enormous changes. They are required to cover larger areas get used to more than one teacher and get to know other pupils that may have joined form other schools. They will be required to move from one classroom to another. On top of this, they have to take on board wider and more complex lessons. All of this can adversely affect the Dyspraxic child. Their behaviour may worsen or even regress for a while, be aware of this.
- Getting lost will become a part of their everyday life. They will require an understanding tutor at al times with this problem. Better still, have someone with the child during lesson changes. Make sure that All teachers, especially supply teachers are aware the child with Dyspraxia in not making excused, they really are still getting lost!
- Allow the child to develop a strong, trusting relationship with an individual. Never take their fears or worries lightly; they really are concerned by them, however trivial you may feel they are. Do your utmost to relieve their concerns.
- Allow a child with Dyspraxia to remain in a class of children equal to his intellectual ability. This may not always be obvious form their written work.
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