Dorothy E. Penso – författare

This book, of interest to all professionals who work with people with motor impairments, describes the gross and fine motor skills which are necessary when writing, drawing or using a keyboard. It describes areas of ability and impairment which should be investigated when assessing special needs in regard to the environment,tools and modes of recording on paper. The remaining chapters discuss the variety of handwriting and drawing tools, typewriters and word processing systems which are commercially available as well as equipment which is specially designed or has been adapted to suit those who have a motor impairment. In addition to this book, the author also wrote the first book in the "Therapy in Practice" series, "Occupational Therapy for Children with Disabilities".

Those suffering with perceptuo-motor difficulties are often described as being clumsy. The latest research shows that the problems associated with this condition frequently persist through adolescence and into adult life. This study has been designed to help children, adolescents and adults by providing practical information to solve the problems that occur throughout life. The book briefly covers theory and remediation in childhood. The real focus of the text is on adolescence and adulthood. Adolescence is a particularly sensitive stage, with comments and attitudes of peers seeming especially important. School, community and home life are considered. Routines skills that the majority of us are able to perform with little thought or effort are covered: posture and personal appearance, choosing and sustaining an appropriate career, coping with domestic and child care activities, leisure pursuits and hobbies. A glossary of terminology, addresses of suppliers of equipment and societies with an interest in the problem are included.

In the early years of this century a syndrome manifested by perceptuo-motor difficulties was described. During succeeding years further references were made to such a syndrome. In the first half of this century, however, children who suffered from such difficulties received little acknowledgement of their problems; few were neurologically assessed or offered remedia­ tion. Many school teachers were unaware of the existence of such problems and so were unable to make allowances for the gross and fine motor difficulties and perceptual problems encountered by some pupils during the course of the school day. Although many of these children were of average, and some of above average, ability, they were regarded as having little academic potential. Some were regarded as being ''educationally subnormal'', a term applied at that time, because of perceptual problems which impaired reading ability and motor difficulties which affected their handwriting. It was not until the 1960s that interest in the difficulties experienced by these children began to gather momentum. Paediatricians, therapists, teachers and psychologists became involved in research, assessment and treatment. Children began to be handled more sympathetically in school. Parents learned of the existence of such difficulties and sought help for their affected children. Today medics, paramedics and educationalists are consulting each other, sharing knowledge and expertise to the advantage of children with perceptuo­ motor difficulties. Some problems resolve with maturity, though a proportion of these children have difficulties which persist into adolescence.