SMART Target Examples for Dyspraxia / DCD
in Irish Primary 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 in Ireland
DCD affects approximately 5-6% of school-age children, with boys diagnosed more frequently than girls. It often co-occurs with dyslexia and ADHD.
SMART Target Examples by NEPS Need Area
These targets are mapped to NEPS need areas and categorised by Continuum of Support level. Replace [student] with the student's name and [date] with your review date (typically 6-8 weeks).
Physical / Motor
By [date], [student] will form all lowercase letters legibly using the correct letter formation pattern, with 80% accuracy across a writing sample of 10 sentences, as assessed by the SET.
By [date], [student] will use scissors to cut along a straight line within 5mm accuracy on 4 out of 5 attempts during art activities.
By [date], [student] will catch a medium-sized ball thrown from 2 metres on 3 out of 5 attempts during PE, as observed by the class teacher.
Executive Function
By [date], [student] will independently organise their materials for the next lesson using a visual checklist on 4 out of 5 occasions.
By [date], [student] will sequence a 4-step task (e.g., writing process: plan, draft, check, publish) using a graphic organiser on 3 out of 5 occasions.
Self-Care & Independence
By [date], [student] will independently tie their shoelaces using a step-by-step visual guide within 2 minutes on 4 out of 5 occasions.
By [date], [student] will button their coat independently on 4 out of 5 occasions at home time, as observed by the class teacher.
Literacy
By [date], [student] will type a 5-sentence paragraph on a laptop with correct spacing and punctuation within 15 minutes, on 3 out of 5 occasions.
By [date], [student] will write their first name and surname legibly from memory on 4 out of 5 occasions, using the correct starting points.
Social & Emotional
By [date], [student] will participate in a team PE game for 10 minutes without becoming frustrated, on 3 out of 5 occasions, using a pre-agreed strategy with the teacher.
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
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections of the Student Support File.
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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