Chapter 2: A Longitudinal Case Study Approach to Describing a Boy With Development Coordination Disorder Experiencing Transitive Intervention Services Toward Inclusive Schooland Community-Based Physical Activities

When a child has a recognized disability, parents and educators usually endeavor to include the child in the educational system and the community as much as possible. What about a child with a “hidden disability” whose difficulties are overlooked and unnoticed? The child may be regarded as slow, lazy, clowning, or unmotivated. The parents and educators may pressure the child to try harder and to do more. After all, the child looks “normal,” and most of the time behaves “normally,” For this reason, the child’s alleged lack of effort and intention tend to be blamed for any deviations in academic, behavioral, social, and physical performance. If parents and educators have such a mindset toward the child’s difficulties at school, they may make few adjustments to meet the child’s unique needs and to include him or her into school and community. This kind of story is rather common, and we are going to tell you how such a story can change its course when appropriate transition support is provided. Our story culminates in an interview to identify barriers and enablers to participation in extracurricular physical activities. We hope that our story will generate reflections, insights, and solutions.