2.1. Kai is a nine-year-old boy attending a quintile 1, public, mainstream school. He is currently in grade 2. He repeated grade 1. The class teacher describes him as the 'class clown' which prevents him from keeping up with the academic demands especially in languages (reading and spelling). Kai tends to reverse letter order when writing. He has a slow writing speed and often his writing is illegible. When he is presented with a reading, writing, or language task, he complains that his stomach aches. The class teacher is concerned that if these difficulties continue over time it could result in Kai once again not meeting the required standards to pass grade 2. Although Kai has a poor attention span and has difficulty multitasking, he is exceptionally good in art and loves to draw.

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2.1.1 If you were Kai's class teacher, what learning impairment do you suspect he has? Provide 5 reasons for your answer

2.1.2 Add four additional signs/characteristics for this specific learning impairment, not mentioned in the case study.

2.1.3 Which approach and technique should you as class teacher implement to support Kai with his learning impairment?

2.1.4 Identify one strength that Kai has, that can be used in developing an intervention to assist him

"Dyspraxia is a life-long condition that cannot be 'cured' but can be improved with intervention...".

2.2.1 Define and explain Dyspraxia as a learning impairment

2.2.2 What are the causes of Dyspraxia?

2.2.3 How does Dyspraxia manifest in pre-school children as well as older children?

2.2.4 List and explain four classroom strategies that a teacher could use to support a learner with Dyspraxia