Neurodevelopmental disorders – further diagnoses
This area covers developmental disorders relating to motor skills, coordination and learning – ranging from fine motor skills involved in writing, through to movement planning, and including combined presentations. Every presentation is different, and no two children are alike. We will discuss with you on an individual basis what would really make everyday school life easier.
Specific developmental disorder of motor functions
A localised delay in the development of movement and dexterity, not attributable to any other medical condition. At school, this often manifests in difficulties with writing and fine motor skills, a slow pace of work, and organising materials and procedures. Legally, integration support under Section 112 of SGB IX is usually considered in cases of (impending) disability; if psychological distress is the primary issue, Section 35a of SGB VIII may be the appropriate route. We will discuss on a case-by-case basis which framework is suitable and whether support is advisable.
Developmental dyspraxia
Developmental dyspraxia makes it difficult to plan movements and carry them out in the correct sequence – even though strength and mobility are generally present. In everyday school life, this frequently affects writing and fine motor skills, the pace at which multi-step tasks are completed, and the organisation of routines and the workspace. The standard route is usually integration support under Section 112 of SGB IX in the case of a disability; in cases of psychological distress, Section 35a of SGB VIII may apply. We assess on a case-by-case basis whether and how support is appropriate.
Combined developmental disorders
Here, several areas of development are affected simultaneously, such as motor skills alongside language or academic skills – the picture varies greatly from child to child. The educational needs accordingly range from writing and fine motor skills, through an adapted pace, to the structure and organisation of learning. Depending on the main focus, the approach may be via Section 112 of SGB IX in cases of disability, or via Section 35a of SGB VIII if psychological distress is the primary concern. We assess the specific support needs on a case-by-case basis.
Coordination Disorder (UEMF)
Specific developmental disorder of motor functions (UEMF), often referred to as a coordination disorder, manifests itself in clumsy, difficult-to-control movements in everyday life and at school. Typically, support is required with writing and fine motor skills, maintaining a realistic pace of work, and organising tasks and materials. Legally, Section 112 of SGB IX usually applies in cases of disability, whilst Section 35a of SGB VIII applies in cases of psychological distress. We assess on a case-by-case basis whether school support is appropriate and what form it might take.
How Splash provides support
We support your child on an individual basis, focusing on what really helps in everyday life – not according to a set formula, but according to their needs. Our support workers are trained at our own Splash Academy, specifically in areas such as pace, fine motor skills and organisation. In practice, we work extensively with clear routines and encourage greater independence – find out more under ‘Promoting structure and independence’.
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Our own Splash Academy · Multi-stage selection process · Support at mainstream and special schools
This page is for information purposes only and does not replace medical or legal advice. The decision as to whether school support is suitable and eligible for funding is made by the relevant funding body on a case-by-case basis.