Dyspraxia / Developmental Coordination Disorder (DCD)

Developmental Coordination Disorder (DCD), also referred to as dyspraxia, is a neurodevelopmental difference characterised by motor coordination patterns that diverge from age-related expectations and are evident across contexts from early childhood (APA, 2013). Historically, terms such as childhood dyspraxia and clumsy child syndrome have been used to describe the same presentation.

From a neuroaffirmative perspective, dyspraxia is understood as a difference in motor planning, execution, and organisation that may interact with environmental, relational, and societal expectations. These differences can influence participation in everyday activities, including self-care, play, leisure, education, and work, as well as tasks involving fine and gross motor coordination (Lingam et al., 2014).

Dyspraxic individuals may experience motor execution as effortful, slower, or less precise, with associated challenges in planning, sequencing, and executive functioning (Leonard et al., 2015; Pedro et al., 2019). Across development, repeated experiences of misattunement, pressure to conform, or limited access to appropriate adjustments may contribute to reduced self-confidence, participation, and relational safety, rather than these outcomes being inherent to dyspraxia itself (Fitzpatrick & Watkinson, 2003; Missiuna et al., 2008).

Social participation and relationships may be shaped by the degree to which environments allow for flexibility, understanding, and inclusion, as avoidance of motor-based activities often reflects contextual barriers rather than lack of interest or motivation (Dewey & Volkovinskaia, 2018; Payne et al., 2013).

Consistent with diagnostic guidance, dyspraxia is identified where motor differences are not better explained by visual impairment or another neurological condition (APA, 2013).