With a much greater awareness in schools of conditions like dyslexia, dyspraxia and autism, and the effects they have in the context of the educational curriculum, schools are becoming better placed to help children access a curriculum that takes account of the diverse needs of its learners. It has been predicted that as people move through the early years of this millennium mainstream schools will witness significant changes in their practice. Inclusion will certainly happen increasingly over the first part of the new century. For children with a developmental coordination disorder (DCD) and other conditions the effectiveness of provision is bound up with a school's ability to optimize learning for all pupils. The aim of this book is to equip the reader with some of the fundamental skills that are needed to cater for children with DCD. It also seeks to direct professionals working with children to key resources which can help develop teacher competency. This book contains the following ten chapters: (1) Children with development coordination disorder: setting the scene (Nichola Jones); (2) Specific learning difficulties: the spectrum (Gavin Reid); (3) Developing service provision in schools (Nichola Jones); (4) Assessing pupils with coordination difficulties (Barbara Walsh); (5) Developing handwriting for children with coordination difficulties (Sheila E. Henderson); (6) Developing a gross motor programme for children with coordination difficulties (Christine Macintyre); (7) Adapting the PE curriculum (Philip Vickerman); (8) Working in collaboration with the therapist (Lois Addy); (9) A parent's perspective (Diane Jenkins); and (10) The voice of the child (Contributions from Bridgend County Borough Council). This book also contains further reading and an index. (Individual chapters contain references.)