TEAM APPROACH AS SUPPORT IN THE EDUCATION OF CHILDREN WITH MOTOR DYSPRAXIA IN PRESCHOOL AGE

Abstract

The present paper aims to emphasise the significance of a team-based approach in providing support to children diagnosed with developmental coordination disorder (DCD) within the context of preschool education. Developmental coordination disorder has been shown to impact not only motor skills, but also learning, self-confidence and social functioning in children. Therefore, a comprehensive assessment of both strengths and weaknesses is essential. The paper identifies the child's main strengths, such as cognitive abilities, creativity, verbal expression and empathy, and weaknesses related to fine and gross motor skills, coordination of movements, slower pace of work and the risk of secondary emotional difficulties. An analysis is conducted in order to ascertain the strengths and weaknesses of the school as an educational environment. The strengths of the programme include an inclusive environment, an individual approach, cooperation with specialists and the use of differentiated methods. The weaknesses include limited time available to teachers, a lack of aids and an inconsistent approach to the child. The paper emphasises that coordinated cooperation between experts, teachers and parents enables the setting of individual interventions, supports the development of the child's strengths and mitigates the impact of their weaknesses. The utilisation of a team approach constitutes an effective strategy for promoting inclusion, optimising the educational process, and enhancing the quality of life of children diagnosed with motor dyspraxia within the preschool environment