https://search.dev.ndltd.org/etd/southwales/oai:pure.atira.dk:studenttheses/a4ddeaec-b5d0-42b3-aa19-9c9f926a0863
type: CreativeWork
name: An Examination of Professional Identity Through Working at and Across Boundaries of Communities of Practice in Relation to Children with Developmental Co-ordination Disorder (DCD) using Activity Theory as a Tool for Reflection
description: In the UK there has been a marked change in the way that children's special educational needs (SEN) are met. The iterations of SEN legislation and resultant Codes of Practice for Special Educational Needs have called for consistent procedures to identify and meet the needs of these learners. Particular importance has also been placed on schools and other organisations such as health services to work together in these processes. Within the range of learners with SEN, there are a group of children who present with coordination difficulties, known as Developmental Co-ordination Disorder (DCD aka Dyspraxia). DCD is not the result of a medical condition; it affects approximately six percent of school age children (APA 2013) and interferes with participation in activities of daily living and learning. Whilst considered a chronic health condition, it is insufficiently recognised and understood in school settings (Missiuna et al. 2012). As a children’s Occupational Therapist, I have been actively involved in working with schools, supporting teacher knowledge and skills in relation to SEN and, in particular, DCD. This experience has forged mutually beneficial relationships, resulting in a significant conduit for greater inter-disciplinary knowledge and understanding. The nature of this learning, Wenger (1998) proposes, is a social construct, enshrined within cultural and historic parameters. Activity Theory has emerged as a framework to understand situated learning where Engeström (2001) states that individual knowledge and meaning is developed by those within a community of practice, have shared interests, but are also influenced by ‘rules’ and ‘division of labour’. This Portfolio and critical review applies a retrospective lens of Engestrὂm’s (2001) third iteration of Activity Theory to examine and reflect upon the development of the resources within the Projects. In doing so, distinct phases of working at the periphery, socially situated learning and transformative practi…
abstract: In the UK there has been a marked change in the way that children's special educational needs (SEN) are met. The iterations of SEN legislation and resultant Codes of Practice for Special Educational Needs have called for consistent procedures to identify and meet the needs of these learners. Particular importance has also been placed on schools and other organisations such as health services to work together in these processes. Within the range of learners with SEN, there are a group of children who present with coordination difficulties, known as Developmental Co-ordination Disorder (DCD aka Dyspraxia). DCD is not the result of a medical condition; it affects approximately six percent of school age children (APA 2013) and interferes with participation in activities of daily living and learning. Whilst considered a chronic health condition, it is insufficiently recognised and understood in school settings (Missiuna et al. 2012). As a children’s Occupational Therapist, I have been actively involved in working with schools, supporting teacher knowledge and skills in relation to SEN and, in particular, DCD. This experience has forged mutually beneficial relationships, resulting in a significant conduit for greater inter-disciplinary knowledge and understanding. The nature of this learning, Wenger (1998) proposes, is a social construct, enshrined within cultural and historic parameters. Activity Theory has emerged as a framework to understand situated learning where Engeström (2001) states that individual knowledge and meaning is developed by those within a community of practice, have shared interests, but are also influenced by ‘rules’ and ‘division of labour’. This Portfolio and critical review applies a retrospective lens of Engestrὂm’s (2001) third iteration of Activity Theory to examine and reflect upon the development of the resources within the Projects. In doing so, distinct phases of working at the periphery, socially situated learning and transformative practi…
author: Drew, Sharon
language: eng
date published: 2020-6-11
date modified: 2026-07-24T04:39:57Z
provider: University of South Wales
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of South Wales