Developmental Coordination Disorder (Dyspraxia): How to Help

Developmental Coordination Disorder (Dyspraxia) offers a complete introduction to this complex and often misunderstood topic. DCD (historically sometimes called ‘dyspraxia’) is a frequently under-detected condition. It mainly affects physical coordination but also impacts on many other areas of life. It is often seen as an ‘enigma’ as there is little consensus regarding definitions and terminology.

This book dispels myths about DCD. It looks at the issues, challenges and experiences commonly faced by a young person with DCD – and how parents, carers, teachers and schools can help.

An essential for parents and carers of children and young people living with DCD and dyspraxia; teachers, teaching assistants, educational psychologists, school senior management teams and other education professionals; DCD support groups; youth workers, group leaders and others interested in the socio-emotional development of young people.

The book is part of the How to Help series of books which explores issues commonly faced by children and young people at home and at school.

Table of Contents

Series Preface

About the Authors

Authors' Preface

How to Use This Book

PART 1. Introduction

1. What is DCD?
2. Causes and consequences
3. Resources and assessment
4. IDEAS for effective support - Ten key things to know about DCD

PART 2. DCD in context

5. Motor skills and movement;

6. Motor learning stages and underlying sensory systems;

7. Visual perception;

8. Sensory systems as a foundation for function;

9. Cognitive skills and mental health

PART 3. Activities of daily living

10. Motivation and mobility;

11. Dressing and chaining techniques;

12. Shoes and clothing;

13. Washing and grooming;

14. Teeth cleaning and toileting;

15. Eating and drinking

Part 4. Home and primary school

16. The parents and the home;

17. Communication, play, leisure and games;

18. Primary school;

19. Literacy and Numeracy;

20. Tools used in the primary classroom;

21. Handwriting and hand dominance;

22. Handwriting: process and product

Part 5: Secondary school

23. Secondary school;

24. Basic ideas and IDEAS;

25. Strategies for understanding, organisation and communication;

26. Strengths in drama, music, art and design;

27. Strengths in English, science and mathematics;

28. Study skills and examinations

Part 6: Sport, exercise and independence

29. Physical activity and its importance

30. Movement, practice and feedback

31. Physical activity at school

32. Staying healthy

33. Travel, study and work

Part 7: Conclusion

34. Summary

35. A last word to parents and carers

36. A last word to teachers and schools

"This book aims to provide a useful source of explanations, strategies, and resources to support needs arising from a diagnosis of Developmental Coordination Disorder (DCD). It includes information across different stages of the lifespan (that is, early childhood, adolescence and early adulthood) with links to key educational milestones (that is, primary and secondary education and further education) as well as issues pertaining to growing independence. The authors have designed the book as a toolkit, which enables readers to dip in and out of sections that are felt to be relevant at any particular time. As well as aiming to provide the context of DCD and specific challenges experienced at different lifespan milestones, the book offers a range of strategies to help manage or mitigate difficulties linked to DCD. The work is designed to be a resource for a range of people, including those who experience DCD; the parents/carers of those who experience DCD; and both educators and other professionals who may have an interest in this field. DCD – How to Help is a concise yet comprehensive guide to DCD and the likely impacts on children and young people. It is structured in a clear and effective manner, meaning that individuals can read the book in its entirety or review sections which are of particular relevance to the reader at a given time (for example, reviewing the sections that are specific to either primary or secondary school years). The authors have provided an accessible text, managing technical language carefully by providing clear succinct explanations and examples. This makes the book potentially accessible to a wide range of readers. The authors provide a clear explanation of DCD in terms relevant to the UK context. Whilst DCD can sit within a medicalised model in terms of diagnosis, the authors approach DCD via a strengths-based approach as they draw on a holistic model of understanding the needs pertaining to DCD and possible strategies to support associated needs. This book provides readers with a clear overview of DCD and the impact at varying stages of development. As well as providing examples of the difficulties faced by those who experience DCD, the authors set out clear strategies for how to support individuals at various stages in their life. A holistic approach is adopted, providing both preventative and reactive strategies for readers to reflect on. DCD – How to Help has the potential to be a useful resource for a range of readers, including educational psychologists in the field who are seeking to revise and enhance their knowledge. It is also a helpful resource for educators and/or parents/carers of children and young people experiencing DCD. The concise, comprehensive and accessible format ensures that the book can be used by a wide audience to positive effect."
- Patrick Sullivan, reviewed for Educational Psychology in Practice