Guidance Notes
1 Introduction
1.1 Historical Background
1.2 Formation of a Steering Group
1.2.1 Aims
1.2.2 Objectives
1.2.3 Establishing a Baseline
3 Prevalence and Impact
3.1 General
3.2 Speech and Language
4 Identification
4.1 General
4.2 Speech and Language
6 Referral
6.1 Health
6.2 Education
Figure 1. Pathway of Care for Children with DCD
8 Professionals who may be Involved
9 Current Roles of Professionals
9.1 Education
9.1.1 The Role of School Based Teachers
9.1.2 The Role of the Educational Psychologist
9.1.3 The Role of the Pre-School Teaching Service
9.1.4 The Role of Specialist Teachers – Autism Outreach Services
9.1.5 The Role of Support for Learning Teachers
9.2 Health
9.2.1 The Role of the Clinical Psychologist
9.2.2 The Role of the Community Paediatrician
9.2.3 The Role of the Health Visitor
9.2.4 The Role of the Occupational Therapist
9.2.5 The Role of the Physiotherapist
9.2.6 The Role of the School Nurse
9.2.7 The Role of the Speech & Language Therapist
9.3 Social Worker with Children and Families affected by Developmental Disorders
9.3.1 Family Key Workers
9.3.2 Social Care Workers
9.3.3 Social Worker, Birnie Child Development Centre
9.3.4 Social Worker, Children and Families Affected by Disability
9.3.5 Social Worker, Children & Family Teams
9.4 Voluntary Sector
9.4.1 Highland DCD Group
9.4.2 CHIP
12 Standards
12.1 Generic
12.2 Specific Standards
15 Ongoing Role of the Steering Group
16 DCD and Co-Morbidity in Relation to the Autism and ADHD Reviews
17 Evidence Base
17.1 Professional Colleges and Networks
17.2 Literature Searches
17.3 Clinical Practice
19 Appendices
Appendix C Useful guidelines for the assessment
Appendix D Sources of information