Dyspraxia is usually identified by a paediatrician or occupational therapist, often after school and parents have raised concerns together. There is no single test — assessment looks at coordination, daily living skills, school performance and developmental history.
When to seek extra help
It may be helpful to ask for support if coordination difficulties are affecting:
- Dressing, eating, toileting or hygiene
- Handwriting or school progress
- PE participation
- Safety (frequent falls, road awareness, kitchen tasks)
- Confidence and emotional wellbeing
- Fatigue and energy levels
- Friendships
- Daily independence
Seek medical advice promptly if there is pain, frequent unexplained falls, sudden loss of skills, major weakness or other physical symptoms — these need ruling out separately.
Who can help
- GP or health visitor — first port of call; can refer to NHS services
- School SENCO — coordinates school support and adjustments
- Occupational therapist (OT) — assesses fine motor, self-care and daily living; gives strategies and tools
- Physiotherapist — for gross motor, balance, posture
- Paediatrician — for formal diagnosis of DCD
- Educational psychologist — if there is a wider learning picture
- Speech and language therapist — if communication is also affected
NHS waiting lists for paediatric OT can be long. Schools can put support in place without waiting for a diagnosis — the SEND Code of Practice requires need to be identified and met, not a label.
Useful questions to ask
- Has my child been screened for coordination difficulties?
- Can the SENCO request OT input or advice?
- What adjustments are in place for handwriting, PE, and changing for PE?
- Is extra time being given for written and practical tasks?
- Can my child use a laptop or assistive tools?
- Are there exam access arrangements they should be assessed for?
- How is fatigue being managed?
What a good support plan includes
- Main coordination difficulties — and strengths
- Fine motor needs (handwriting, tools, fastenings)
- Gross motor needs (PE, balance, movement)
- Self-care support
- Organisation support (bags, equipment, timetable)
- Fatigue management and rest breaks
- Emotional wellbeing support
- Specific classroom adjustments — extra time, reduced copying, printed notes, typing allowed, pencil grips or sloped board, movement breaks, adapted PE, no unexpected public demonstrations
- Helpful tools at home and school
- Child's voice and parent's voice
- Review date
The aim is not to "fix" dyspraxia — it's to remove unnecessary barriers and build skills at a pace that protects confidence.