Developmental Coordination Disorder (DCD), also known as dyspraxia, is a common disorder affecting fine and/or gross motor coordination in children and adults. Whilst dyslexia and DCD are separate neurological conditions, they frequently overlap.

Difficulties vary from person to person; however, they may affect everyday life skills in education and employment. In young children, drawing, writing and performance in sports are also usually behind what is expected for their age. They may have difficulties with activities such as getting dressed, tying shoelaces, using scissors, throwing and catching a ball. A diagnosis usually happens when a child is 5 years old or more.

There may be other associated problems that individuals with DCD face, such as:

·       Organisational difficulties

·       Appearing to be clumsy

·       Difficulty with telling the time, ‘forward planning’ and time-management.

·       Sleep problems

·       Difficulties with orientation and following directions.

·       Low self-esteem

If motor coordination difficulties are suspected, then your child’s GP will usually refer your child to another healthcare professional who can carry out an assessment. The diagnosis of DCD is usually made by a paediatrician, often in collaboration with an occupational therapist.

Research suggests that DCD is as common as ADHD and affects roughly 5% of children in the UK: https://www.independent.co.uk/life-style/health-and-families/dcd-dyspraxia-meaning-symptoms-adhd-b2862603.html

Simple reasonable adjustments can be made in the classroom, such as:

• Planning: Help break down tasks into smaller, manageable steps.

• Time: Build in extra time for fine motor/writing tasks and processing.

• Worksheets: Provide prepared worksheets or outlines to reduce copying.

• Instructions: Use simple language, visual cues, and model tasks; give directions slowly in small chunks.

• Technology: Introduce computers for writing/drafting to reduce handwriting load.

• Seating: Ensure feet are flat, forearms rest comfortably; place near entry/resources.

• Movement: Create clear pathways; allow purposeful movement breaks.

• Resources: Have labelled, accessible tools like adapted grips, larger pencils, slanted boards.