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Also known as Developmental Coordination Disorder.

According to the Dyspraxia Foundation, Dyspraxia (or DCD) is a "common disorder affecting fine and/or gross motor coordination in children and adults" which may also affect speech.

This can present difficulties with self-care, writing/typing and forms of play such as riding a bike or playing on outdoor materials. In adulthood it can affect ones ability to work or study, including driving a car.

"While DCD is often regarded as an umbrella term to cover motor coordination difficulties, dyspraxia refers to those people who have additional problems planning, organising and carrying out movements in the right order in everyday situations. Dyspraxia can also affect articulation and speech, perception and thought."

It is thought to occur in about two percent of the general population, according to Debenham (2017). However Grant (2017) suggests it is difficult, due to lack of research, to fully understand the gender ratio that it may present in. Research suggests largely differing findings, from 4:1 males, to approximately 50/50. His own research suggested 41% boys, 59% girls.

The difficulties and abilities of someone with Dyspraxia can vary widely, they may also change over time according to Grant (2017)

Whilst the symptoms of dyspraxia can be similar to medical conditions such as cerebral palsy or muscular dystrophy they are classified by WHO (1992) as a separate condition.

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Whilst the cause is unknown, it is suggested to be caused as a result of disruption in the way messages from the brain are transmitted to the body - resulting in an adverse affect on a persons ability to perform movements in a smooth, coordinated way.

Debenham (2017) cites that no specific neurological abnormality has been found that would explain the presence of dyspraxia. Though research indicates the problem lies with immature neuron development in the brain.

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Grant (2017) describes the tests involved in diagnostic as falling into two categories.

1) "Measures of educational achievement"
2) "Measures of neurocognitive achievement" (the mental processes which take place in the brain, ie the ability to remember and retrieve information)

Both tests are preluded with a detailed history of the patient.

To measure neurocognitive function, he creates a profile by measuring results in "Verbal Reasoning, Visual Reasoning, Working Memory and Processing Speed"

Comparatively, a subject with no known specific learning difference will produce "flat" results - results that all perform without major variation throughout.

Someone with Dyspraxia and other learning difficulties may produce noticeably different results between verbal and visual ability than memory or processing speed.

There is no one, single test for Dyspraxia - the above assessments must be coupled with a detailed developmental history according to the World Health Organisation (WHO). This is to highlight, specifically in adults, abilities that may have been affected by an education of undiagnosed Dyspraxia.

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What affect will this have on education?

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What affect will this have on education?

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Inability to write, or copy from the board, may result in slow learning which could produce a gap between the student and their peers.

A lack of understanding could lead to poor social and emotional development. Embarrassment at being seen as "clumsy" or difficulties performing tasks their peers can complete such as tying shoe laces or jigsaw puzzles may result in a poor sense of self.

Inability to join in with peers in free time/play may result in a feeling of isolation, which could result in the student feeling poor self esteem.

Grant (2017) says that the general preferences of someone with Dyspraxia will impact their choice of future employment and preferred sports.

Grant also identified through his research that Dyspraxia can cause a feeling of disorganisation. This is thought to be a result of a limited working memory capacity that can cause symptoms such as forgetfulness.

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The motor theory of speech perception is the hypothesis that people perceive spoken words by identifying the vocal tract gestures with which they are pronounced rather than by identifying the sound patterns that speech generates.

The idea that the role of the speech motor system is not only to produce speech articulations but also detect them -

SO! If someone cannot perceive speech, they may struggle to reproduce it!

https://en.wikipedia.org/wiki/Motor_theory_of_speech_perception
Obviously WIKI is bad! I would never normally reference but this is for my further reading due to an interest in speech, language and learning difficulties. It has a million amazing links to research/studies, if you're interested and have time.

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Dyspraxic Learners can benefit from one on one tuition .

Moody (2014) suggests professionals teach strategies focusing on aspects of the persons life which are being adversely affected on an individual basis.

"This could be skills regarding reading comprehension or note-taking. These strategies should attempt to use their strengths to compensate their weaknesses, enabling efficiency in their daily lives"

She also advises a focus on the emotional aspects of living with learning disorders, encouraging self-esteem and confidence.

Research collated by Martin, Elizabeth and Perry (2015)  highlighted a need to focus on an increase in ability to articulate and the ability to be resilient.

With regards to articulation, research suggested the use of "multimodal avenues of learning" (Motor theory of speech perception - see further reading). (The premise is that precise articulation of each phoneme and systematic, incremental practice will increase a child’s memory for that phoneme while improving motor programming.)

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https://dyspraxiafoundation.org.uk/about-dyspraxia/ - Charity relating to support of dyspraxia

http://www.aboutlearningdisabilities.co.uk/how-dyspraxia-effects-learning.html - article broadly describing Dyspraxia and it's impact

https://www.dawsonera.com/readonline/9781315647005 - book discussing study of Dyspraxia, Dyscalculia, Dyslexia and ADHD

https://search-proquest-com.apollo.worc.ac.uk/docview/1711617623?OpenUrlRefId=info:xri/sid:summon&accountid=15133 - article exploring commonalities between autism and dyspraxia

https://search-proquest-com.apollo.worc.ac.uk/docview/1845905539?pq-origsite=summon&accountid=15133 - article exploring links between dyspraxia and autism

http://bjgp.org/content/64/622/252 - common misconceptions relating to Dyspraxia and Dyslexia. Links to supportive and research articles.

https://www.dyspraxiauk.com/diagnosticcriteria.php - Charity relating to support of Dyspraxia.

http://journals.sagepub.com.apollo.worc.ac.uk/doi/10.1177/0265659015615924 - Study of interventions (including Motor Theory Speech Perception)

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Clumsiness or lack of co -ordination; difficulty tying shoe laces; bumping into things; “falling over thin air”; poor coordination in ball games.

Difficulty planning, being on time, and organising work.

Forgetfulness and poor short-term memory.

Slow and/or illegible hand writing.

Problems and slowness copying off the blackboard due to dyspraxia in the small muscles of the eye making focusing slower than normal.

Heightened sensory sensitivity and discomfort. This may affect eating, hair washing, the sense of touch, hearing or vision. The world may be experienced as “too loud, too bright, too fast, and too tight”.

Sometimes children with dyspraxia are fidgety and restless; they are not comfortable on an ordinary chair.

They may appear untidy and not aware of personal hygiene.

Though people with Dyspraxia can enjoy competitive sport, they are unlikely to make the top teams due to lack of co-ordination or slow processing of fast changing activity. (P.E. lessons are often a cause of humiliation and some children will try anything to avoid sports lessons) Individual sports like running, swimming, rowing and karate are a good alternative to team sports.

They may be easily distractible, and better in one-to-one teaching situations.

They may have a poor observational and memory of sequencing. Machinery (like photocopiers) may need to have a “How to use me” label on it to jog their memories.

Because of their own differences in body movement, not noticing other people’s body language they may have difficulty making, or keeping friends.

Dyspraxic children often feel side lined at school and may have behaviour difficulties, become the class ‘clown’, or withdraw from activities and become loners.

They often have poor sense of direction. A “buddy” in a new environment can be very helpful to prevent dyspraxic children (and adults) getting lost.

Depression is common in adults with dyspraxia.

On the other hand, people with Dyspraxia are often intelligent, creative, good problem solvers, direct in speech, original thinkers, hard working and, if their needs are met and have a lot to offer a school, college or work place.

Well known people with Dyspraxia: Einstein, Daniel Radcliffe (Harry Potter), Florence Welch and many others.

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Cassidy et al (2106) conducted a study that suggested 6.9% of autistic participants reported characteristics of a diagnosis with dyspraxia, a significant increase on the control group.

"Dyspraxia is significantly more prevalent in adults with ASC compared to controls, confirming reports

that motor coordination difficulties are significantly more common in this group. Interestingly, in the general population, dyspraxia was associated with significantly higher autistic traits and lower empathy.

These results suggest that motor coordination skills are important for effective social skills and empathy."