By Jill Jenkinson

Building Blocks for studying Occupational treatment Approaches is a source ebook for academic employees and pediatric occupational therapists, particularly these new to the field. It exhibits how the results of actual, mental, social, and studying problems effect upon children’s abilities. This hugely functional e-book might help readers realize while a student’s terrible functionality in the lecture room is because of the a scientific situation or underlying motor and perceptual deficits.Content:

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Extra resources for Building Blocks for Learning: Occupational Therapy Approaches: Practical Strategies for the Inclusion of Special Needs in Primary School

Example text

Further resources Refer to Foundation Skills ■ ■ ■ ■ ■ FS 1C Proprioceptive processing/sense page 19 FS 2B Postural stability and balance page 39 FS 2C Spatial and body awareness page 43 FS 2D Bilateral integration page 47 FS 3A Visual motor integration page 59 Refer to Occupational Therapy Approaches ■ ■ ■ ■ ■ ■ OTA 3 Building firm foundations for fine motor control—Hand gym page 263 OTA 4 Building firm foundations for handwriting—Pre-writing patterns page 286, Multi-sensory approaches page 288 OTA 6 Building firm foundations for dressing skills page 315 OTA 7 Building firm foundations for scissor development page 319 OTA 9 Self-organisation approaches page 327 OTA 10 Consolidating foundation skills through group activities page 333 Refer to Appendix ■ ■ A 7 Movement programmes and gross motor resources page 381 A 11 Thinking skills page 397 37 FS2B FS 2B What is it?

FS2E FS 2E What is it? Midline crossing is the ability to move hand, foot and eye(s) across the centre of the body. Laterality is the awareness that the body has two distinct sides and to have established a preferred dominance; right/left discrimination is an advanced form of laterality. Why is it important? Midline crossing enables different activities to be performed without too much energy and effort. Children unable to cross midline may have ipsilateral hand use, preferring to use their left hand for activities on the left side of their body and their right hand for activities on the right side of their body.

Hill, M. & Hill, K. (2006) Fine Motor Skills. Photocopiable Activities to Improve Motor Control Cambridge, LDA. Lear, R. (1999) Fingers and Thumbs—Toys and Activities for Children with Hand Function Problems. Oxford, Butterworth Heinemann. Mahoney, S. & Markwell, A. (2004) Developing Scissor Skills—a Guide for Parents and Teachers. Dunmow, Peta UK. Miller Knight, J. & Gilpin Decker, M. (1994) Hands at Work and Play. Developing Fine Motor Skills at Home and School. Tucson, AZ, Therapy Skill Builders.

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