Student Support File for Dyspraxia / DCD
Guide for Irish Teachers
Dyspraxia, also known as Developmental Coordination Disorder (DCD), affects motor planning, coordination, and organisation. In Irish schools, students with dyspraxia may struggle with handwriting, PE, self-care tasks, and organising their materials, requiring support across physical/motor, executive function, and self-care need areas.
About Dyspraxia / DCD in Irish Schools
Dyspraxia, also known as Developmental Coordination Disorder (DCD), affects motor planning, coordination, and organisation. In Irish schools, students with dyspraxia may struggle with handwriting, PE, self-care tasks, and organising their materials, requiring support across physical/motor, executive function, and self-care need areas.
Prevalence: DCD affects approximately 5-6% of school-age children, with boys diagnosed more frequently than girls. It often co-occurs with dyslexia and ADHD.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with Dyspraxia:
Common Strengths
- Strong verbal communication and vocabulary
- Creative and imaginative thinking
- Good understanding of concepts explained orally
- Determined and persistent when given appropriate support
- Empathetic and kind personality
- Good long-term memory for verbal information
Common Needs
- Support with fine motor skills for handwriting and cutting
- Gross motor skill development for PE and playground activities
- Help with organisational skills and sequencing tasks
- Assistive technology for written recording (e.g., laptop, voice-to-text)
- Extra time for tasks requiring motor coordination
- Self-esteem support related to motor difficulties
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Provide a pencil grip and sloped writing board
- Allow extra time for written tasks - do not penalise for speed or neatness
- Offer alternatives to handwriting (verbal responses, diagrams, typed work)
- Break motor tasks into small, explicit steps with demonstrations
- Seat near the teacher for easy access to support during written work
- Use wide-lined paper or raised-line paper for handwriting practice
- Reduce the volume of written work required while maintaining quality
School Support
SOME - SET-led targeted teaching
- SET-led fine motor programme (e.g., Write from the Start, Speed Up!)
- Targeted handwriting intervention (3-4 sessions per week)
- Introduction of assistive technology (laptop for written recording)
- Organisational skills programme with visual supports
- Liaison with OT if available for motor assessment and programme
- Home-school practice of motor skills (e.g., cutting, tying)
School Support Plus
FEW - Multi-disciplinary team involvement
- OT assessment and individualised motor programme
- Application for assistive technology (laptop, adapted equipment)
- SNA support for self-care tasks if significant care needs exist
- Adapted PE programme developed with OT input
- Multi-disciplinary team review (OT, NEPS, SET, parents) each term
- Reasonable accommodations for assessments (scribe, extra time, laptop)
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] has excellent verbal skills and can explain complex ideas clearly.”
- “[Student] shows creative thinking and imagination in oral storytelling and art projects.”
- “[Student] is a kind, empathetic classmate who is well-liked by peers.”
- “[Student] demonstrates strong comprehension when material is presented orally.”
Needs Phrasing
- “[Student] needs support with fine motor skills to improve handwriting legibility.”
- “[Student] requires assistive technology (laptop) for extended written tasks.”
- “[Student] benefits from explicit teaching of organisational and sequencing skills.”
- “[Student] needs a structured motor programme to develop gross motor coordination.”
Frequently Asked Questions
What are SMART targets for dyspraxia in Irish schools?
Should a child with dyspraxia use a laptop in school?
What is the difference between dyspraxia and DCD?
Official Irish References
Essential Guides
Related Conditions
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