Dyspraxia

What Is Dyspraxia / DCD?

Dyspraxia is the term widely used in the UK for a condition that is clinically known as Developmental Coordination Disorder (DCD). DCD is recognised in both the DSM-5 and ICD-11 as a neurodevelopmental condition that affects motor coordination. The SASC DCD Guidance (November 2025) confirms that DCD is the diagnostic term used in clinical and educational settings, while "dyspraxia" remains in common use among families, schools and support organisations.

DCD affects an estimated 5 to 6 per cent of school-aged children and is more frequently identified in boys, though this may partly reflect referral bias. It is a lifelong condition, and while children can develop strategies to manage daily tasks, the underlying motor coordination difficulty persists.

DCD frequently co-occurs with other neurodevelopmental conditions, including ADHD, dyslexia, dyscalculia and autism spectrum condition. This means that a pupil presenting with coordination difficulties may also need support in other areas.

How DCD May Present in the Classroom

Fine Motor Difficulties

• Handwriting that is slow, effortful, poorly formed or difficult to read
• Difficulty holding and controlling a pen or pencil with an appropriate grip
• Trouble with tasks requiring precise hand movements, such as cutting with scissors, using a ruler or manipulating small objects
• Difficulty using a keyboard or mouse accurately
• Messy presentation of work, despite the pupil putting in considerable effort

Gross Motor Difficulties

• Appearing clumsy, frequently bumping into furniture or dropping objects
• Difficulty with balance activities, catching and throwing balls, and coordinated movements in PE
• Challenges navigating busy spaces such as corridors and playgrounds
• Slow or awkward movement when changing for PE or packing up equipment
• Fatigue from the additional physical effort required to perform everyday tasks

Planning and Organising Movement (Motor Planning)

• Difficulty learning new motor sequences, such as tying shoelaces, using cutlery or following a sequence of movements in PE or dance
• Needing more time and repetition to learn physical routines that peers pick up quickly
• Problems with organisation, including managing equipment, following multi-step tasks and keeping belongings in order
• Difficulty with spatial awareness, for example judging distances, positioning items on a page or navigating unfamiliar environments

Strategies for Teachers

Writing and Recording

• Allow the pupil to use a keyboard or tablet for extended writing tasks
• Provide wide-lined or specialist paper if it helps with letter formation and spacing
• Consider offering a sloped writing surface to improve writing posture and comfort
• Accept alternative forms of recording, including diagrams, audio recordings and verbal responses
• Mark work for content and understanding rather than penalising presentation
• Reduce the amount of copying required; provide printed handouts or a near copy instead

Classroom Organisation

• Give one instruction at a time and check understanding before adding the next step
• Provide visual task lists, timetables and organisational aids
• Allow additional time for transitions between activities, including changing for PE
• Ensure the pupil's seating position allows them to see the board and access resources without unnecessary movement
• Have equipment and resources ready at the start of lessons to reduce organisational demands
• Offer the pupil areas of responsibility that play to their strengths, building confidence and belonging

Physical Education

• Differentiate PE activities so the pupil can participate and experience success
• Break down complex physical sequences into smaller, teachable steps
• Allow additional time for changing and consider alternatives if speed or competition creates anxiety
• Focus on individual progress rather than comparison with peers
• Consider whether adaptive equipment (larger balls, modified rackets) would support participation

How Teaching Assistants Can Help

Teaching assistants supporting pupils with DCD should focus on enabling the pupil to participate fully in lessons while steadily building their independence and confidence.

• Help the pupil organise their workspace and equipment at the start of each lesson, gradually encouraging them to do this themselves
• Provide support with recording, acting as a scribe when appropriate, but also teaching the pupil to use assistive technology independently
• Use audio recording to capture ideas before the pupil begins writing
• Repeat and clarify instructions, breaking multi-step tasks into manageable parts
• Support participation in practical activities by preparing materials and simplifying physical steps where needed
• Offer specific, positive feedback that recognises effort and progress
• Help record homework instructions accurately at the end of lessons
• Monitor for signs of fatigue, as pupils with DCD often expend significantly more energy on routine tasks
• Encourage the pupil to develop their own strategies and routines rather than becoming dependent on adult support

Further Reading and Resources

• Dyspraxia Foundation - Information, support and resources for families and educators
• Movement Matters - UK coalition of organisations supporting children and young people with DCD
• SASC (SpLD Assessment Standards Committee) - DCD guidance and assessment standards