I have a good university friend who was always dropping things, bumping into objects, and mixing up letters when speaking, like saying "hopsital" instead of "hospital" or "shoulders" instead of "soldiers." She was aware of these tendencies, and I remember they frustrated her, but she got on with life. Years later, she was finally diagnosed with dyspraxia. At the time, neither of us had heard of it, but the diagnosis explained so much. Later on, a close relative of mine was also diagnosed, though his case included dyslexia as well. He recently visited me, and while I was at work, I received a curious call from him asking for help with a seemingly simple task. After sharing this with some colleagues, I realised how crucial it is to raise awareness of dyspraxia, especially in terms of diagnosis and classroom support. Interestingly, dyspraxia appears to be more common in boys than girls, although the reasons for this gender disparity remains unclear.
DYSPRAXIA IN A NUTSHELL
Dyspraxia is known as Developmental Coordination Disorder (DCD) and affects motor coordination, making tasks that involve fine and gross motor skills—such as holding a pencil, tying shoelaces, participating in some sports or even washing and drying the dirty dishes (as wqas the case the other day)—much more challenging. However, dyspraxia is not just a movement disorder. It also frequently affects cognitive skills like planning, organising, and time management. This is because dyspraxia often overlaps with difficulties in executive function, which is crucial for managing complex tasks and maintaining focus. In adulthood, this can even affect one’s ability to drive, manage schedules, and organise everyday life. For instance, my relative has mentioned that the challenges he faces with planning and organisation are far more disruptive to his daily life than his coordination difficulties. It can be frustrating to others and in turn, makes him feel (my words here) guilty and worried abnout what others think. Although over time, he has developed strategies to manage (or sometimes avoid) physical tasks, but for him organisational challenges continue to be a more significant barrier.
CLASSROOM SUPPORT
There is growing evidence of a link between poor motor coordination and problems with such executive functions and working memory. If teachers want to help children with dyspraxia reach their potential, these non-motor difficulties and the more obvious coordination related problems. must be considered. Taking extra time patience to model physical activities and having a robust IEP in place for example are all part and parcel of developing useable strategies that will benefit children at school and in their adult life.
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