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Dyspraxia, drama and masks: Applying the school curriculum as therapy

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Internationally one in fifteen children have suspected dyspraxia. In the United Kingdom, New Zealand and the United States, speech and occupational therapists and physiotherapists all agree that early intervention can help children with dyspraxia overcome these challenges and be successful participants in education and the wider society. Key to successful learning experiences for children with dyspraxia, drama and mask usage offers the tools to access the curriculum. Because drama is a collaborative, not competitive, methodology, the fear of rejection and failure can be challenged and through development of strengths in academia can support children. This article presents background on dyspraxia, signifiers for identification for children with dyspraxia, challenges facing schools, and practical activities to apply within the curriculum.
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Keywords: DCD; child development; drama; dyspraxia; education; masks

Document Type: Research Article

Affiliations: University of Newcastle

Publication date: December 1, 2014

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  • The Journal of Applied Arts and Health serves a wide community of artists, researchers, practitioners and policy-makers evidencing the effectiveness of the interdisciplinary use of arts in health and arts for health. It provides a forum for the publication and debate within an interdisciplinary field of arts in healthcare and health promotion. The journal defines 'health' broadly which includes physical, mental, emotional, spiritual, occupational, social and community health.
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