Pupils with NVLD is usual that need help, so, it´s very important not to ask them too much homework. We have to be into account that they usually follow special trainings to overcome their weak points and skills, so it´s better not asking them too much written tasks.
Maybe for them is more useful if they revise the contents that it have been introduced every day in each subject, using new technologies, like software that help them to make, for example, conceptual maps…
Don´t let them alone. They need guide, rewards and support.
As a guide, we could use this information:
Before 6 years old: do not give homework (although parents must provide tales, books adapted to these children…)
6-8 years old: around 40 minutes.
8-9years: 60-90 minutes.
10-12 years: around 90 minutes.
Secondary Education: between 90 and 120 minutes.
It´s better to practice the points:
Arm coordination. It´s good to practice this kind of exercises:
Throw and receive objects. First with bigger objects, and later smaller ones.
Throw objects into a basket or box. Or insert rings in a bar…
Bounce a ball.
Pass objects from hand to hand.
Play with darts and a bullseye.
Play bowling, basketball, handball, games with rackets, volleyball…
Bring objects into a tray.
Play a xylophone.
When training is advanced, the child could cover the eyes while doing the activities.
Crawl (even though if the child is older already knows how to do it is a good exercise for them).
Run avoiding obstacles.
Go up and down stairs (different sizes).
Jump from one hoop to another.
Stop a ball with a foot.
Hit a ball in a static position and then in movement.
Try to score a goal.
Again, children could cover their eyes to practice more.
Static and dynamic balance.
Stand only on one foot.
Walk joining the toe and the heel.
Walk over a line in the floor.
Walk on one leg.
Jump and keep the balance.
Ride a bike or skating.
Play in a park and in psychomotor parks.
Firstly, the child could have the teacher´s support. Later, they must try to do them by themselves.
Fine motor activities and eye-hand coordination:
Although these children will have problems and are clumsy, we have to be patient and encourage them to train these activities: trim, buttoning, type on a keyboard, open and close with a key, catch different small objects, model with clay or mud, peel or paste, nail tacks, tighten or loosen screws, open and close different types of boxes and bottles, hang clothes with hangers, string beads, do origami, removable toys…
Perceptive and spacial skills
Complete unfinished drawings.
Build figures or pictures using geometric shapes (Tangram)
Play draughts and chess.
Play with counters where the child has to put his/her counter to correspond with the teacher’s counters on a table.
Play with “right-left” games/activities.
Identify figures in a mirror.
Repeat teacher’s body positions and face expressions.
Identify pictures in the same position of a model.
Put objects in the same position as others.
Follow small circuits and gradually do bigger or more difficult circuits.
When on a trip using a map ask them to explain the route..
Walk in the country/outdoors trying to help them to remember the way. Draw a plan about the followed path and consult before and after.
Start trying to encourage them to draw simple pictures, for example, lines. Gradually drawing more difficult objects. Always provide a lot of emotional support and rewards.
Draw the hands of a clock over empty clocks.
Teacher draws a path over a dash line and the pupil must repeat it by drawing on paper.
Put a few objects into a black bag (you can increase the amount to make it more difficult when they are ready) and ask the child to identify the objects eyes closed.
Then, practise with letters and numbers made in plastic.
Teacher draws an object (on paper or other material) and the pupil has to look for a similar object inside the bag without looking.
Pupils can guess with eyes closed what the teacher is drawing on the back of their hand.
Writing. We should only train a better writing if illegible. If the pupil is older it is advisable to do short training daily (a few minutes).
Practise writing on large blackboards, on sand, large papers. We can reduce these materials as the pupil improves.
Train movements that must be written.
With smaller children, train simple lines (different directions and circles).
Social interaction and social communication
Please note that the support teacher should train not only the skills related to motor coordination and perception, but social skills also because this is most important to prevent other added difficulties and to facilitate better prognosis.