Dyspraxia — the colloquial term for Developmental Coordination Disorder (DCD, DSM-5 F82) — is much more than "being clumsy". It is a neurobiological condition affecting the planning and automatisation of movements, with an estimated prevalence of 5-6% of the school population and one of the most common yet underdiagnosed neurodevelopmental conditions.
Learning
Dyspraxia or Developmental Coordination Disorder: a guide for families
Dyspraxia symptoms by age
| Age | Typical signs |
|---|---|
| Pre-school (2-5y) | Delayed walking or stair use; difficulty jumping, running coordinately; problems learning to dress independently |
| Early school (5-8y) | Illegible or very slow handwriting; difficulty holding pencil; problems with scissors and crafts; sports avoidance; frequent clumsiness |
| Late school (9-12y) | Persistent PE difficulties; poor spatial organisation; slow writing limiting written output |
Comorbidity: DCD never comes alone
~50%
of children with DCD have comorbid ADHD
~40%
have comorbid dyslexia or written expression difficulties
~30%
have atypical sensory processing
Intervention: occupational therapy and compensatory strategies
Occupational therapy is the reference intervention for DCD: the Task-Oriented Approach intensively practises specific functional skills, and CO-OP trains the child to identify their own motor problem-solving strategies. Key school accommodations: computer or tablet for written production, extra time on tests, and teacher awareness of DCD's nature.
Frequently asked questions
It rarely disappears completely, but can be significantly compensated with appropriate intervention and time. Most children with DCD do learn motor skills, they simply need more time and practice. Difficulties typically persist with new motor skills and in time-pressured situations.
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