How to help students with Dyspraxia (developmental coordination disorder) in the classroom

What is Developmental Coordination Disorder (DCD)?

It is estimated that at least 5% of children in the UK have DCD, so it’s likely that there’s a child in your class who has the condition. So what is it – and more importantly, what can we do to support students with DCD?

Dyspraxia was being talked about amongst some clinicians in the early part of the 20^th century but it did not gain widespread recognition until the 1990s. Although the term dyspraxia is still used, most health and education professionals now prefer the condition to be known as Development Coordination Disorder (DCD). 

If a child has DCD it means that they have difficulties with physical co-ordination. They will struggle with certain everyday activities. 

What might a child with Dyspraxia/DCD find difficult?

It is important to stress that every child with DCD is different, so we shouldn’t assume abilities or difficulties. However, children with DCD often struggle with handwriting, holding scissors, dressing themselves and other self-care, and holding cutlery. Copying things down from the board might be difficult, because perception and focus wobbles. They will often struggle with more practical subjects, such as Music, Art and Sport. 

How can we help a child with Dyspraxia/DCD in the classroom?

Firstly, ensure that the child is getting proper support elsewhere too. The SENDCO should be involved, and other agencies (such as OT) may offer support. If possible, talk to their parent or carer, or the young person themselves. What do they find particularly difficult? Some practical adjustments in the classroom include:

1. Reduce the amount of time using scissors and glue. 
   • Some classrooms are an endless carousel of cutting and sticking. Whilst many children will barely register this as an activity, it can be a very difficult activity for a child with DCD. See if you can introduce workarounds which will support, and not embarrass the child. Can you pre-trim a worksheet in advance?  What about quietly offering a Pritt-Stick rather than sticky glue to a child with DCD?
2. Don’t focus endlessly on neatness. 
   • Children with DCD not only have physical co-ordination difficulties, but they often also struggle with perception. They will often find it difficult to write neatly on lines and to underline their work afterwards. Show them kindness, and don’t fixate on it being neat. 
3. Laptops can help – but they are not a panacea
   • Lots of school offer laptops as an ‘easy’ solution for students with DCD. The thinking is that if students find writing by hand difficult (and struggled to read their own writing) modern technology could surely help with that. Whilst laptops can help some students, they should not be handed out without careful consideration. An OT I spoke to pointed out how tiring it is to be typing all day. Children with DCD often have sore joints and fingers. Using a laptop can cause more pain, and more frustration, so they are certainly not suitable in every circumstance. If a student is going to use a laptop, then they need to be taught how to properly touch-type. There are lots of online programmes which can help with this. Talk to the student.
4. Introduce movement breaks
   • Make sure that students (all students!) have time to get up and move around. This can help a student with DCD to re-focus and provides a sensory break. In the primary classroom, this often happens quite naturally as children move around to different areas of the classroom. In the secondary classroom, think about how you can do this. Can your student with DCD hand out the books for you? Or take a note to Mr Smith in the room next door? These small movement breaks will help.
5. Consider adjustments during tests. You might consider introducing: 
   • A scribe (who can write down the answers for your student)
   • Extra time (to help your student process their reading and writing)
   • Using coloured paper to avoid eye strain (ask your student which colour helps them the most as this varies)
   • When the time comes for your student to face public examinations, their parents/carers can work with the SENDCO to apply for formal adjustments. 

How do we celebrate a child with Dyspraxia/DCD in the classroom?

People with DCD do find some practical things difficult, but they often have creative brains and interesting ideas. Embrace them! The child in your class with DCD may spend a lot of their time feeling frustrated by what they can’t do; make sure to really celebrate what they can do. Call on them in class discussions, praise their interesting ideas, involve them in team sports, and encourage them to feel valued.