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School-teachers awareness of developmental co-ordination delay (DCD) in children
Date
2011
Abstract
Background: Developmental Co-ordination Delay (DCD) is estimated to affect 5-6% of school children (1). School-teachers play an integral role in noting delayed signs of motor development in children (2). Limited research has been carried out investigating the awareness that Irish school-teachers demonstrate of DCD. Objectives: To determine the awareness that Irish primary school-teachers have of DCD, in children. Methods: Qualitative methodology involving three focus groups was conducted in a semi-structured interview style. Eight eligible primary school teachers (female) participated in the study. Each teacher was qualified within the last 5 years and had at least 1 year of experience teaching senior infants or first class children. Data was audio-taped, transcribed verbatim and analysed using thematic analysis. Results: Overall, Irish school-teachers display low awareness of DCD. Three main themes influencing this awareness emerged: 'Barriers/Facilitators to understanding'; 'Experience', and 'Perceptions of their own roles/responsibilities' in the identification of DCD. Familiarity with the term DCD, lack of college training and enthusiasm to learn all contribute to the teachers' understanding of DCD. The number of years a teacher is qualified and the incidence of a child with DCD in the classroom links to their experience. Lack of resources, use of physical education and placing responsibility on parents and resource teachers highlights the teachers' perception of their role in the identification DCD. Conclusions: Irish school-teachers display low awareness of DCD. Strategies may be implemented to educate teachers and promote partnerships with other professional bodies specialising in motor delays, thus increasing early identification and intervention of children with DCD.
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non-peer-reviewed
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2011_ORiordan_D.pdf
Adobe PDF, 1.86 MB