Dyspraxia or Developmental co-ordination disorder (DCD)
Developmental co-ordination disorder (DCD), also known as dyspraxia, affects physical co-ordination for both fine and gross motor skills.
Early developmental milestones of crawling, walking, self-feeding and dressing may be delayed in young children with DCD. Drawing, writing and performance in sports are also usually behind what is expected for their age. Oral motor skills may be affected too which can affect eating, drinking and speech.
Although signs of the condition are present from an early age, children vary widely in their rate of development. This means a definite diagnosis of DCD does not usually happen until a child with the condition is 5 years old or more.
Watch James’ story where his mother describes his symptoms, and the methods used to improve his condition.
Hear Abi’s story, a young person with dyspraxia.
Supporting your child at home
Children with dyspraxia often struggle with coordination, motor planning, and everyday tasks others may take for granted. You are the expert of your child and are probably already putting in place strategies to support, sometimes without realising it. At home, a calm, structured, and understanding environment can make all the difference. These strategies aim to build independence, self-esteem, and practical skills over time.
Create a predictable and supportive home environment
Dyspraxia can make new or complex routines overwhelming. Predictability helps reduce anxiety.
- Establish clear, consistent routines for daily tasks like getting dressed, brushing teeth, or packing a bag.
- Use visual timetables or checklists to support independence.
- Break multi-step tasks into simple, sequenced steps.
Support fine motor development
Tasks like writing, using utensils, or buttoning clothes can be frustrating, so aim to support skill-building without pressure.
- Practice fine motor activities through play such as LEGO, playdough, puzzles, or bead threading.
- Use tools such as pencil grips, larger-handled utensils, or Velcro clothing to promote success.
- Encourage drawing and colouring for control without focusing on ‘staying in the lines’.
Support gross motor skills through movement
Children with dyspraxia often find PE or sports discouraging. However, movement is still critical for development.
- Focus on non-competitive physical activities such as swimming or dance.
- Practice balance and coordination games at home, like obstacle courses, throwing and catching a ball.
- Celebrate effort, not skill level.
Build in extra time for everyday activities
Rushing leads to stress, and stress amplifies coordination challenges.
- Allow additional time for getting ready, eating meals, or organising schoolwork.
- Encourage early starts, especially in the mornings, to prevent meltdowns.
Use assistive technology when appropriate
Tools can bridge the gap between intention and ability.
- Use speech-to-text tools if handwriting is a major barrier.
- Explore typing programs to build keyboard skills.
- Look into apps that support organisation and planning, like visual timers.
Support emotional regulation
- Practice calming strategies like deep breathing, fidget tools, or mindful breaks.
- Celebrate small wins often. Confidence is built brick by brick.
Executive functioning and dyspraxia
Dyspraxia can impact not only physical coordination but also executive functions such as:
- Planning, sequencing: Trouble organising steps to complete tasks.
- Task initiation: Difficulty starting tasks independently.
- Working memory and flexibility: Challenges remembering instructions and switching between tasks.
This can lead to disorganisation, misplaced items, and frustration during transitions between tasks. Helpful supports include:
- visual schedules,
- timers, and
- step-by-step guides.
Focus on strengths and interests
Dyspraxia is only one part of your child’s identity. Make room for joy and self-expression.
- Encourage hobbies or talents they enjoy perhaps art, music, storytelling.
Working collaboratively with the school
Engage with the SENCO early
If you suspect your child may have dyspraxia, or if they are already diagnosed, arrange a meeting with the school’s Special Educational Needs Coordinator (SENCO). You can ask about:
- Individual support plans (IEPs or SEN support)
- Access arrangements for exams (e.g. extra time, a reader or scribe)
- Specialist interventions or small-group sessions
Keep the tone collaborative but clear. Your child’s needs should be met with respect and professionalism.
Keep detailed notes of all interactions with the school, including emails and phone calls, meeting minutes, reports and assessments, any support offered or agreed upon.
Strategies schools can implement
Schools can adopt various strategies to help children with any type of special educational need and this is not reliant on either a diagnosis or an Education, Health and Care plan (EHC plan, often referred to as an EHCP). The SEND code of practice provides statutory duties and guidance for school to follow.
Schools in Bromley have access to a SEN tool kit and support from the Inclusion Support Advisory team (ISAT) and the SEND Advisory Team (SENDAT). There are some examples of what schools may put in place as reasonable adjustments and where a diagnosis is not needed.
Examples of common classroom strategies that can support some students with dyspraxia:
Physical environment and organisation
- Provide seating near the front for better focus and teacher support.
- Allow extra space around desks for movement.
- Use organisers, colour coding, and visual timetables to support independence.
Writing and fine motor skills
- Allow extra time for written work.
- Provide alternatives to handwriting like typed work, oral responses, or scribing.
- Use pencil grips, sloped writing boards, and wide-lined or graph paper.
- Introduce touch-typing programs such as Nessy Fingers or BBC Dance Mat Typing.
Motor planning and organisation
- Break tasks into smaller, sequenced steps.
- Give clear, concise, and repeated instructions.
- Use visual aids and prompts to support memory and sequencing.
Emotional and social support
Dyspraxia can affect self-esteem and social interaction. Schools should:
- Provide access to pastoral support, mentoring, or emotional literacy programmes.
- Use social stories or circle time to develop peer awareness and understanding.
- Foster an inclusive culture.
Exam access arrangements
Students with dyspraxia may qualify for access arrangements such as:
- Extra time
- Use of a laptop or word processor
- A reader or scribe
- Rest breaks
These require formal assessment and application, usually coordinated by the SENDCO or Exams Officer.