The relationship between motor skill proficiency and psychosocial health is fully recognized by the APA and WHO in their manuals; the DSM-IV-TR and ICD-10 identify students who have motor learning problems via the terms "developmental coordination disorder" (DCD) and "specific disorder of motor functioning." Since the early 1990s, international research and individual case studies reveal relationships between motor learning disabilities and current issues in society such as bullying, obesity, lack of physical fitness, and depression - as well as problems with academic achievement, social skills, behavior, and even attendance.
Letter to the editor idea in PraCtiCe B y m a Ry B e t h K lot z Where is the focus in their manuals; the DSM-IV-TR and news from the idea ics of interest such as RTI, autism spec- ICD-10 identify students who have motor trum disorder, creating agreement/dispute on the Psychomotor learning problems via the terms “devel- Partnership Project resolution, and secondary transition; and domain? opmental coordination disorder” (DCD) Recently, NASP participated in the IDEA User Guides, similar in content to a Collec- and “specific disorder of motor function- Partnership’s annual meeting where tion, but targeted to a particular resource B y Pa u l e n e K a m P S ing.” Since the early 1990s, international emerging educational issues and oppor- developed by one federal technical assis- I read with great interest the article on Ad- research and individual case studies re- tunities for shared work were discussed tance center. Download these and other re- vocacy (“Capitol Hill Recognizes National veal relationships between motor learning among representatives of national or- sources from the IDEA Partnership’s web- School Psychology Week and the Work disabilities and current issues in society ganizations and their affiliates, federal site and read more about efforts to address of School Psychologists,” Communiqué, such as bullying, obesity, lack of physical technical assistance centers, and the Of- the reform initiatives and emerging is- February 2010) in which three individuals fitness, and depression—as well as prob- fice of Special Education Programs. The sues outlined above from http://www.idea spoke on behalf of NASP when presenting lems with academic achievement, social vision of the Partnership is that through partnership.org. at Capitol Hill in November 2009. Based skills, behavior, and even attendance. If shared work and engaging networks there on the transcripts provided, the presen- these don’t relate to school psychology, I is the potential to transform how schools learningPort tations were well done and fully in line am in the wrong profession. do business and to translate research and LearningPort, a free, online professional with current practices of school psychol- Because it is not taught in gradu- policy to practice. The essential learnings development library of education re- ogy. However, again it seems that North ate programs, there are very few North agreed upon include the belief that cross- sources developed by the IDEA Partner- American school psychologists are miss- American school psychologists who know stakeholder engagement and shared lead- ship and funded by the Office of Special ing the target on an enormous domain of about DCD and motor issues. Fortunately, ership are essential at all levels of planning, Education Programs (OSEP) was re- functioning. In fact, it seems like they don’t that is changing, as evidenced by the sig- decision making, activity implementation, cently launched. LearningPort contains even know that there is another target! nificant interest in a mini-skills workshop and evaluation. a range of materials from national asso- Why is it that there is no focus on entitled “Developmental Coordination Participants at the annual meeting ciations, state departments of education, the psychomotor domain in our work? Disorder: The Forgotten DSM-IV Diag- discussed several emerging issues and and technical assistance centers in a vari- There is plenty of international research nosis” presented in Chicago at the NASP how they can be addressed utilizing ety of formats, including full video train- showing significant psychological im- convention in March 2010. the Partnership’s philosophy of shared ing modules, webinars, and conference plications when students have prob- In summary, I thank NASP for its will- work and collaborative networks. These materials. The website has an advanced lems with motor learning. This ongoing ingness to stand and speak to powerful pol- emerging issues all provide frameworks search function that recognizes syn- omission seems completely contrary to iticians on Capitol Hill. However, I implore for education reform: Common Core onyms and has a type-ahead feature to comments made by our NASP leaders, leaders in this profession to learn about State Standards, Next Generation Learn- add to the ease and comprehensiveness the foundations of practice, and NASP and address issues related to the psycho- ers, and P–16 initiatives. Governors and in locating resources. Users may contrib- guidelines. Kathleen Minke’s transcript motor domain because it will further pro- state commissioners of education have ute new resources to the LearningPort li- states that, “Meeting the needs of the mote the importance and necessity of our committed to developing a common core brary by utilizing an upload feature found whole child (emphasis added) is critical jobs. We have at our fingertips the ability to of state standards in English-language on the website. Many of these resources to bringing out the best in schools and show educators, parents, and other stake- arts and mathematics for Grades K–12. can be incorporated into larger training students.” I could not agree more. She holders how obesity, bullying, depression, The Common Core Standards initiative’s packages being developed in states and further add
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