Sample Annotation
Sample Annotation
Sample Annotation
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
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
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
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
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 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
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
https://search-proquest-com.ezproxy.bolton.ac.uk/trade-journals/dyspraxia/docview/
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
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
dyspraxia and the support they require for teaching children with dyspraxia. This
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
Africa might have more knowledge than practitioners in the UK. This article is aimed
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
Ripley, K., Daines, B, and Barrett, J. (2015) Dyspraxia: A Guide for Teachers
This book was written by three authors who all have extensive knowledge in working
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
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
Addy, L. and Dixon, G. (2004) Making Inclusion Work for Children with
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
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
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
taught as a Special Educational Needs teacher for 15 years. Her knowledge on the
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
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].
mainstream school not receiving early support compared to those children who did. It
does give a detailed explanation of dyspraxia to the readers. The author has no
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