How Dyspraxia Affects Learning

What dyspraxia is

Developmental coordination disorder (DCD), often called dyspraxia in the UK, affects the development of movement and coordination skills. It is a lifelong neurodevelopmental condition. The word "dyspraxia" is sometimes used more broadly. DCD is different from childhood apraxia of speech, sometimes called verbal dyspraxia, and from movement planning problems caused by a brain injury.

UK sources commonly estimate that DCD affects around 5 to 6% of children, although figures depend on how the condition is defined. Boys are diagnosed more often than girls.

DCD does not in itself affect intelligence, although difficulties with movement and coordination can make it harder to demonstrate knowledge or complete schoolwork. It is not a learning disability as that term is generally used in UK health and social care. It can still affect learning, and it can occur alongside other conditions. This article focuses mainly on school-age children.

Learning Support Finder

Describe the learning difficulty and we will map out the UK assessment, support and funding routes to pursue.

Try our Learning Support Finder free, here on this site →

How it can affect learning

A child may understand the lesson but struggle to record an answer. Movement-related difficulties can include:

• handwriting that is slow, tiring or hard to read
• trouble with cutting, using a ruler or doing up buttons
• frequent trips, bumps or dropped objects
• difficulty with PE, ball games or riding a bike
• difficulty copying from the board

Some children also have other difficulties, such as:

• problems with organisation, planning and keeping track of belongings
• trouble following several instructions at once
• tiring quickly, because motor tasks take extra effort
• attention problems

DCD often occurs alongside dyslexia, ADHD or autism. Attention, speech or memory difficulties should be assessed rather than assumed to be part of dyspraxia, because overlapping needs may call for different kinds of support.

The effects reach beyond schoolwork. Children may be bullied, left out of games or anxious about keeping up. They may avoid tasks they find hard, or feel frustrated that their work does not reflect their ability.

Your situation may be slightly different. ask a question below ↓ and our editorial team will reply with our advice.

What causes it

The exact causes of DCD are not fully understood. Research suggests that differences in the development of systems involved in movement may play a part. DCD is not diagnosed when the motor difficulties are better explained by another neurological condition.

Being born prematurely, having a low birth weight or having a family history of the condition may make DCD more likely. These are risk factors rather than proven causes, and many people with DCD have none of them.

Getting help and support

If you think your child may have dyspraxia, speak to your GP or the school. Referral routes vary locally. For children, diagnosis usually involves a paediatrician, often with input from an occupational therapist or physiotherapist. Assessment looks at motor skills, their effect on daily life and other possible explanations. A definite diagnosis is not usually made before age five, although younger children can still be assessed and supported. Adult assessment is not consistently available through the NHS.

Support does not have to wait for a diagnosis. It should be based on assessed needs and local provision, with practical help linked to the child's goals. This may include occupational therapy for skills such as writing and dressing, physiotherapy for coordination and balance, or speech and language therapy where communication difficulties are identified. Skills can be practised in small steps. In class, adjustments might include less copying from the board, printed instructions, alternatives to handwritten work, keyboard skills teaching and adapted PE tasks. A laptop is not automatically the answer, as some pupils find typing difficult too and need training or suitable equipment.

Each UK nation has its own system:

• England: the special educational needs coordinator (SENCo) arranges SEN support, which does not require an education, health and care (EHC) plan. Some children need an EHC plan.
• Wales: additional learning needs (ALN), with ALNCos and individual development plans.
• Scotland: additional support for learning. A co-ordinated support plan applies only where specific criteria are met.
• Northern Ireland: SEN arrangements involving schools and the Education Authority.

A DCD diagnosis does not automatically entitle a pupil to extra time in exams. Arrangements depend on the qualification's rules and evidence of need. For qualifications covered by JCQ, the pupil's normal way of working is important.

Where someone meets the legal definition of disability, duties to make reasonable adjustments may apply. The Equality Act 2010 covers Great Britain, and Northern Ireland has separate legislation. Funding for disabled students in higher education varies by home nation, so check with the relevant student finance service. Access to Work operates in Great Britain, and Northern Ireland has its own arrangements.

The NHS website has reliable information on symptoms and diagnosis. Before contacting a charity or support group, check that its services are still running and cover your area.

The Next Step

Now that you have read through the advice above, you might want to put it into practice. Our Learning Support Finder lets you describe the learning difficulty and we will map out the UK assessment, support and funding routes to pursue. Try it now →