Developmental Coordination Disorder (Dyspraxia) How to Help


Developmental Coordination Disorder (Dyspraxia) How to Help gives a complete, straightforward guide to the issues and challenges commonly faced by children and young people with DCD and dyspraxia-related difficulties.



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. 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.


Developmental Coordination Disorder (Dyspraxia) How to Help is 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.


Publisher: Pavilion Publishing and Media Ltd

ISBN: 9781913414153

Publication Date: June 2022


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


Susan LLoyd is an experienced occupational therapist and specialist teacher who has worked in the NHS, social services departments and independent practice in the UK, Denmark and Canada. Sue has worked with adults and children with a wide range of conditions as both a senior practitioner and manager. As a teacher, she has worked mainly with children with a range of neurodevelopmental disorders in schools, specialist learning centres and private practice. Sue has two adult daughters, both with learning differences and one with DCD.

Laura Graham is a paediatric occupational therapist working in independent practice. She is community based and works primarily within homes and educational settings with people with neurodevelopmental conditions that impact on performance and participation. Prior to setting up her practice Laura worked for many years in NHS community teams. She has two teenage children, one with a chronic medical condition and another with DCD.


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