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.
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.
Dyspraxia can make new or complex routines overwhelming. Predictability helps reduce anxiety.
Tasks like writing, using utensils, or buttoning clothes can be frustrating, so aim to support skill-building without pressure.
Children with dyspraxia often find PE or sports discouraging. However, movement is still critical for development.
Rushing leads to stress, and stress amplifies coordination challenges.
Tools can bridge the gap between intention and ability.
Dyspraxia is only one part of your child’s identity. Make room for joy and self-expression.
Dyspraxia can impact not only physical coordination but also executive functions such as:
This can lead to disorganisation, misplaced items, and frustration during transitions between tasks. Helpful supports include:
Building a positive relationship with your child’s nursery, preschool or school can make a big difference. You know your child best, and working together helps ensure they get the right support at the right time.
When you know what education setting your child or young person will attend, it’s important to make contact early. You can speak to the SENCO about your child’s or young person’s needs. Starting these conversations early helps the setting understand your child’s needs and plan the right support to give them the best possible start to their education.
A SENCO (Special Educational Needs Coordinator) is a member of staff responsible for making sure children and young people with additional needs receive the help they need.
They are your point of contact and can help:
A SENCO’s role is to help develop ways of overcoming barriers to your child’s or young person’s learning so they can thrive.
Find advice on how to speak to your SENCO on Scope’s website.
It’s helpful to contact the SENCO as early as possible if:
You can ask about:
Try to keep conversations open and collaborative. You and the setting are working together to support your child.
It can help to write down a list of things you have noticed to help you feel more confident.
This could include:
You could also ask:
There is useful guidance on how to communicate with education settings on the Information, Advice and Support Service (IASS) webpage. Visit the IASS website.
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:
Dyspraxia can affect self-esteem and social interaction. Schools should:
Students with dyspraxia may qualify for access arrangements such as:
These require formal assessment and application, usually coordinated by the SENDCO or Exams Officer.
