Dyslexia North Devon

What is Dyspraxia?

The Dyspraxia Foundation defines dyspraxia as ‘an impairment or immaturity of the organisation of movement’ and, in many individuals, ‘there may be associated problems with language, perception and thought’. The terms normally used to describe the condition are Developmental Dyspraxia or Developmental Co-ordination Disorder.

Dyspraxia is thought to affect up to 6 percent of the population to varying degrees. It is probable that there is at least one child with dyspraxia in every classroom requiring specific support for their difficulties.

Symptoms are evident from an early age. Youngsters are generally irritable from birth and may exhibit significant feeding problems. They are slow to achieve expected developmental milestones, often not sitting independently by the age of eight months. Many fail to go through the crawling stages as babies, preferring to ‘bottom shuffle’ and then walk.
Children with dyspraxia usually avoid tasks which require good manual dexterity and well developed perceptual skills, such as inset puzzles, Lego and jigsaws.

Between the ages of 3 and 5, children with dyspraxia may demonstrate the following types of behaviour.

Very high levels of motor activity, including feet swinging and tapping when seated, hand clapping or twisting and an inability to stay in one place for more than 5 minutes.
High levels of excitability, with a loud/shrill voice. Children may be easily distressed and prone to temper tantrums.
Awkward movements. Children may constantly bump into objects and fall over.
Associated mirror movements, such as hands flapping when running.
Difficulty pedalling a tricycle or a similar toy.
Poor figure-ground awareness. Children may lack any sense of danger, illustrated, for example, by jumping from an inappropriate height.
Messy eating. Children may spill liquid from drinking cups and prefer to eat with their fingers.
Avoidance of constructional toys, such as jigsaws or building blocks.
Poor fine motor skills, demonstrated by difficulty in holding a pencil or using scissors. Drawings may appear immature.
Lack of imaginative play. Children may show little interest in ‘dressing up’ or playing appropriately in a home corner or wendy house.
Limited creative play.
Isolation within the peer group. Children may prefer the company of adults.
Have unclear hand dominance and problems crossing the midline.
Some children have persistent language difficulties and may be referred to a speech and language therapist.
Sensitivity to sensory stimulation, including noise, being touched or wearing new clothes.
Slow to respond to questions or instructions.
Limited concentration. Tasks are often left unfinished.

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