Dyspraxia is an impairment or immaturity of the organisation of movement. Associated with this there may be problems of language, perception and thought.
Dyspraxia is also known by other names including ‘clumsy child syndrome’, ‘sensory integrative dysfunction’ or ‘Developmental Co-ordination Disorder’ (DCD), the latter being the preferred clinical term internationally. It is not a ‘new’ disorder but is not well known as yet, often going undiagnosed, or misdiagnosed, and unsupported.
The term dyspraxia comes from the word praxis which means ‘doing’ . Simply put, it could be called a ‘disorder of doing’ but is much more complex. It is an immaturity in the way the brain processes information and this results in messages not being properly or fully transmitted.
Related difficulties may include visual and auditory perception, delayed acquisition of speech and other speech problems, social and communication difficulties. It is now recognised that dyspraxia/ DCD is a specific learning difficulty and is part of a spectrum of learning difficulties, which would include amongst others ADD, ADHD, Asperger’s Syndrome and Dyslexia, which often overlap with one another – some children would be described as being on the autistic spectrum. This article refers specifically to children who have dyspraxia/DCD as their primary area of difficulty.
How can Dyspraxia be recognised?
The child with dyspraxia may have a combination of several problems in varying degrees. These include:
•Poor balance.
•Poor fine and gross motor co-ordination.
•Poor posture.
•Difficulty with throwing and catching a ball.
•Poor awareness of body position in space.
•Poor sense of direction.
•Difficulty hopping, skipping or riding a bike.
•Sensitivity to touch.
•Confused about which hand to use.
•Intolerance of having hair or teeth brushed, nails and hair cut.
•Slow to learn to dress or feed themselves.
•Find some clothes uncomfortable.
•Difficulty with reading, writing.
•Speech problems – slow to learn to speak and speech may be incoherent.
•Phobias or obsessive behaviour and impatience.
Dyspraxia in the pre-school child
Indicators may include:
•History of lateness reaching milestones e.g. rolling over, sitting, walking and speaking.
•May not be able to run, hop or jump.
•Appears not to be able to learn anything instinctively but must be taught skills.
•Poor at dressing.
•Slow and hesitant in most actions.
•Poor pencil grip.
•Cannot do jigsaws or shape-sorting games.
•Art work is very immature.
•Has no understanding of in / on / behind / in front of etc.
•Unable to catch or kick a ball.
Dyspraxia in the primary school age child
Indicators may include:
•All the problems of the pre-school child may still be present with little or no improvement.
•PE is avoided.
•The child does badly in class but significantly better on a one-to-one basis.
•Attention span is poor and the child may react to stimuli without discrimination.
•May have trouble with maths, copying from the blackboard.
•Writing is laborious and immature.
•Unable to remember and / or follow instructions.
•Generally poorly organised.
•Commonly anxious and distractible.
•Finds it difficult to keep friends or judge how to behave in company.
Dyspraxia in the secondary school child
Problems may include:
•Poor posture, body awareness and awkward movements
•Confusion over laterality with the pupil interchanging between left and right hand for different tasks
•Poor short term visual and verbal memory – copying from the board, dictation, following instructions
•Writing difficulties both with style and speed
•Poorly developed organisational skills and difficulties planning essays
•Activities which involve well developed sequencing ability are difficult
•Problems with awareness of time
•Often loners and have limited development of social skills
Children with dyspraxia/DCD are usually of average or above average intelligence. Estimates (based in the UK) put the number of children affected by the condition at between 5 – 7% of the population. This means at least one child in every classroom is affected by the condition.
What do children with dyspraxia need?
Children with dyspraxia are faced by a variety of challenges, from practical to emotional ones. The child with dyspraxia has to learn the skills and abilities that seem to come naturally to other children, whether that skill is tying a shoelace, riding a bike or taking down homework from the blackboard. Children with dyspraxia benefit most from one to one therapy. The child with dyspraxia needs a variety of professional services, ranging from occupational therapy and speech and language therapy to additional help in the classroom. They need the constant support of qualified professionals on a regular basis to enable them to reach their full potential. They need understanding and support in the educational system.
What about the future?
Dyspraxia is not curable. However, prognosis is hopeful in that the child will improve in some areas with growing maturity. Children can be helped to a large extent with the appropriate treatment to overcome the continuing problems which they may face.
Siobhan Gallagher – Committee Member, The Dyspraxia Association
For further information please contact the Dyspraxia Association.
The Dyspraxia Association was founded in 1995 by a group of parents of children with dyspraxia/Developmental Co-ordination Disorder (DCD). The Association currently represents approximately 200 members countrywide and is in contact with many more parents, adults with the condition, teachers and a broad range of other professionals. The Association is often the first port of call for information when a diagnosis has been given or is being sought. The Association is run on a purely voluntary basis; provides an information helpline, a website and organises annual conferences amongst other activities.
We aim to:
•raise awareness of dyspraxia in Ireland and create a better understanding of the difficulties children and parents face.
•ensure adequate resources are available to support the needs of children with dyspraxia. This includes occupational therapy, speech therapy, physiotherapy, psychological support and additional support and recognition in the classroom environment.
•provide an information sharing and support network for parents.
•improve diagnostic services
•organise meetings for parents and their children
The Dyspraxia Association
C/o Chestnut View
Ryevale Lawns
Leixlip
Co. Kildare
Email:dyspraxiaireland@eircom.net
Website: homepage.eircom.net/~dyspraxiairelandDI
Telephone: 01 295 7125
