New Dyspraxia/DCD Diagnosis - What now?

We recognise that receiving a new diagnosis can be a challenging and sometimes overwhelming experience for parents, carers and adults. The information provided is intended to offer guidance and clarity as you begin to navigate this journey. Should you require further detail or wish to discuss any aspect in more depth, please contact us via our contact form. Our team is always pleased to provide assistance.

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Diagnostic criteria for Dyspraxia/DCD

Four criteria need to be met for a Dyspraxia/DCD diagnosis, as highlighted in the DSM-5 diagnostic manual. These are: 

1. 1. The acquisition and execution of coordinated motor skills is substantially below that expected given the individual's chronological age and opportunity for skill learning and use. Difficulties are manifested in areas such as throwing and catching, writing, cycling, self-care and body awareness among others.
2. 2. The motor skills deficit in Criterion A significantly and persistently interferes with activities of daily living appropriate to chronological age (e.g., self-care and self-maintenance) and impacts academic/school, leisure, and play. 
3. 3. Onset of symptoms is in the early developmental period.
4. 4. The motor skills deficits are not better explained by intellectual disability (intellectual developmental disorder) or visual impairment and are not attributable to a neurological condition affecting movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder). 

An OT can assess for criteria 1, 2 and 3 but a medical officer (GP, Paediatrician or Neurologist) will need to rule out any of the conditions highlighted in criteria 4 to complete the diagnosis.

If you have received an OT report which indicated criteria 1, 2 and 3 have been met you will still need to have a medical officer review for criteria 4 to complete the DCD Diagnosis.

What to do when you get your report

• Read the report
• Give yourself time to digest the information
• Return to the report
• Highlight key information
• Separate into what can be done at home or at school
• Pick 3 reasonable targets for each (potentially the same three)
• Consider which professionals may need to be contacted (GP, paediatrician, therapist etc)
• Don't try to do everything at once

School supports

Firstly, if you have not already done so, please do liaise with your child's school particularly your child's SEN teacher/ SET Coordinator.

This will ensure that there is a current, written support plan or Individual Education Plan (IEP) in place and that they are aware of any challenges your child may be having. This should be reviewed yearly with the school.

You may wish to share the recommendations of this assessment, should you feel comfortable to do so.

Having regular dialogue and communication with the school is very important and it is beneficial to liaise with them regularly regarding your child's support plan.

Tips for meeting with school:

• Meet early in process
• Explain what Dyspraxia is/isn't
• Suggest strategies that have worked well in the past
• Explain how Dyspraxia affects your child
• Describe child's strengths and interests too
• Explain that Dyspraxia can be very frustrating for the child
• Consult the NCSE Guidelines for speaking with schools

Questions to ask school:

• How will the school support my child?
• As a parent, how can I help the school to support my child?
• How will my child be included in school/class activities with other students?
• How will my child access assistive technology, if required?
• What forms of home-school communication will be available?
• As a parent, who in the school should I contact if I am aware my child is having difficulty?

Additional supports and reading

Please download/view the full PDF version of this page for further information, including supporting video links, partner organisations and more tips. 

 

 

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