Difficulty getting our bodies to do what we want when we want them to do it, a difficulty that can be considered significant when it interferes with the normal range of activities expected of a child of their age. 

Dyspraxia can adversely affect speech and language, fine motor control and gross motor coordination.  Processing may take longer for pupils with verbal dyspraxia 

STRATEGIES  

• Ensure that the student’s pen and pencil grip is comfortable  - use writing slopes, pencil grips, chunky pencils, wobble cushions

• Consider reasonable adjustments to uniform requirements eg velcro fastenings

• Explore different methods of recording work —laptop, word pad, mind maps, story boards dictaphones, talking tins, etc.

• Interventions to develop core strength  and use of sensory breaks  

• Do not provide too many verbal or visual instructions at once

• Use checklists and task planners, allow access to computer technology

• Use lined paper with margins to allow student to consider how to set out their writing, in Mathematics, use squared paper, in PE a new skill may have to be fully demonstrated before the student can perform the task

• Pupils may need additional time/task ladders eg when getting changed for PE, early release from lessons 

• In hands on subjects they may need support to manipulate equipment or subject specific adaptations eg in PE

• Consider specialist equipment eg resistance bands, specialist seating, special scissor