Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a neurological condition that affects motor coordination and movement. Individuals with dyspraxia may have difficulty with fine and gross motor skills, making everyday tasks like writing, tying shoelaces, or participating in sports challenging. These difficulties stem from issues with planning and executing movements, not from a lack of intelligence or effort.

Dyspraxia can also impact spatial awareness and balance, leading to clumsiness and a higher likelihood of accidents. As a result, individuals may struggle with tasks that require precise control, such as using utensils, buttoning clothes, or navigating crowded spaces. 

In addition to motor difficulties, dyspraxia can affect speech and language skills, leading to challenges with articulation, sequencing thoughts, and organising verbal communication.

Despite these challenges, individuals with dyspraxia often have strengths in other areas, such as creativity, problem-solving, or visual thinking. 

For information about seeking a diagnosis, please refer to the NHS website:
https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia/diagnosis/

We strongly recommend speaking to your GP in the first instance.

We provide staff with a range of suggested strategies and ask them to use the assess, plan, do, review process. The strategies include:

• Break instructions down into manageable chunks.
• Emphasise the key words and phrases.
• Provide the student with thinking time. 
• Provide pupils with written instructions.
• Provide sentence starters and checklists so that the student knows what needs to be included in each subject. 
• Model the task live on the board so that the students know how to approach the task - people with dyspraxia can find it difficult to visualise how they need to approach a task.
• Use visual examples where possible.
• Provide support with planning - students with dyspraxia need this support so that they can access the task independently. 
• Teach questions such as: ‘Can you show me?’, ‘How should I do that?’ or ‘I’m not sure I understand what to do’.
• Be aware that handwriting might be illegible, despite their best efforts. 
• Praise the student for effort when looking at the presentation - have they used a ruler, for example? 
• Allow the use of a specialised handwriting pen.
• Focus on quality over quantity.
• Please allow the student to use a laptop when writing longer responses.
• Cut up worksheets in advance to reduce the need for scissors. 
• Be aware students with dyspraxia struggle to dress themselves independently - be supportive when directing the student to correct their uniform.

In PE, we also recommend strategies such as:

• Help the child to position themself properly before starting an activity by placing their feet and hands correctly. 
• Give clear instructions one at a time, allowing the child time to organise their body into the right position before the next instruction is given.
• Provide children with a marked spot, gym mat or hoop on the floor to indicate the “space” that they should return to when directed by the teacher. 
• Use cones, lines on the floor or other markers to indicate the area in which the activity is to take place.
• Encourage the children to verbalise their plans for movement. For example, ask the child what they are going to do next. Do they need to throw harder? What could they try to improve their performance?
• Reward effort and participation.

There are lots of things you can also do to support your child at home. For example:

• Use visual schedules: A visual timetable can help your child anticipate daily tasks and transitions.
• Create structured routines: A consistent routine can reduce anxiety and help them feel more in control of their environment.
• Simplify instructions: Break down tasks into smaller, more manageable steps to avoid overwhelming your child.
• Provide clear, one-step instructions: Instead of giving multiple commands at once, give one task at a time.
• Practice fine motor activities: Encourage activities like drawing, coloring, or using playdough to strengthen hand-eye coordination.
• Focus on balance and coordination: Activities like jumping on a trampoline, playing catch, or balance games can help improve coordination.
• Use adaptive tools: Consider using tools like larger pencils, slanted writing boards, or special grips to assist with writing and drawing.
• Celebrate successes: Praise your child’s efforts and achievements, even small ones, to build self-esteem.
• Provide positive reinforcement: Reward persistence and effort, not just the final result, to encourage continued practice.
• Encourage self-care skills: Break down tasks like getting dressed or brushing teeth into smaller steps and allow for independence where possible.
• Use visual cues: Pictures or written instructions can guide your child through activities, helping them remember steps and build self-reliance.
• Be mindful of sensory sensitivities: If your child struggles with sensory overload (e.g., noise, bright lights, or crowded spaces), create a calm, quiet space for them to retreat to when needed.
• Offer sensory breaks: Help them manage stress by providing breaks during activities that may overwhelm them.
• Use reminder tools: Timers, alarms, or visual reminders can assist with transitions and time management.

If you have any questions, please contact us at senco@mountbatten.school