Small Changes in Schools Can Support Children with Dyspraxia

Understanding dyspraxia is crucial for supporting children who struggle with everyday tasks. This condition, known formally as Developmental Co-ordination Disorder (DCD), significantly affects a child’s ability to coordinate movements. It can manifest in various ways, such as difficulty tying shoelaces or riding a bike, and extends beyond simple awkwardness. The impact of dyspraxia is profound, interfering with both academic performance and daily life.

Dyspraxia is a neurodevelopmental difference that influences how the brain plans and executes movement. In early childhood, signs may include delayed motor milestones like late crawling or walking. As children grow, challenges become more evident, including awkward running, dropping items, and difficulties with tasks like handwriting and personal care. For many children, these motor issues can lead to additional difficulties, such as attention problems, learning disorders, and sensory processing challenges.

Diagnosis and Recognition of Dyspraxia

According to clinicians, the journey from suspicion to diagnosis involves a multi-disciplinary approach. Paediatricians, clinical psychologists, occupational therapists, and physiotherapists collaborate to assess the child’s development. Occupational therapists play a pivotal role in diagnosis by evaluating the four key features of dyspraxia: poor motor skills, impact on daily activities, early onset, and exclusion of other conditions.

Standardised motor tests help assess difficulties in manual dexterity, balance, and coordination. Observations during daily activities, along with feedback from parents and teachers, provide further insights into the child’s challenges. Importantly, obtaining a diagnosis is not merely about labels; it serves as a gateway to necessary support and therapy aimed at improving the child’s functional abilities.

Despite the potential for effective interventions, many families encounter obstacles within the school environment. Educators often fail to recognise dyspraxia, attributing a child’s struggles to simple clumsiness or distraction. A study conducted by Dr Jacqui Hunt in Australia revealed that stakeholders, including healthcare providers and educators, often lack awareness of dyspraxia’s impact. This limited understanding can hinder access to appropriate support services.

Practical Changes for Schools

To better support children with dyspraxia, schools can implement practical changes. One immediate solution is to modify certain classroom practices that may exacerbate difficulties. For instance, eliminating the pressure of timed handwriting or lengthy copying from the board can alleviate stress for affected students. Additionally, making physical education less competitive can foster a more inclusive environment.

Schools should consider using visual aids and checklists to guide students through complex tasks. Providing extra time for assignments and adopting digital writing tools can also enhance participation. The focus should shift from performance speed to genuine learning, ensuring children with dyspraxia feel supported in their educational journey.

Awareness and advocacy are essential. Parents and teachers must collaborate to create an environment where children can thrive. Documenting behaviour, discussing concerns with educators, and seeking motor skills assessments can pave the way for improved daily functioning. Teachers and coaches should listen to parents’ observations about their children’s struggles and make necessary adjustments in their teaching methods.

Small gestures, such as patience and recognition of effort, can profoundly impact a child’s experience in school. By fostering an understanding of dyspraxia and making simple adjustments, educators can create a supportive atmosphere that enables all children to succeed.