Developmental Coordination Disorder (DCD) or Dyspraxia?
“A common language is the most obvious binding element in any society.”
Michael Howard
What is the difference between Developmental Coordination Disorder (DCD) and Dyspraxia?
Although the labels are often used interchangeably, there is a fundamental difference between Developmental Coordination Disorder and Dyspraxia. The simplest way to think about these differences is as follows:
All housecats are felines, but not all felines are housecats.
Dyspraxia, while a commonly accepted descriptor used by laypersons and members of the community for many years to describe motor control difficulties, is NOT an official diagnosis. Dyspraxia is more of an “umbrella term” used to describe developmental difficulties with motor skills, balance, and coordination.
On the other hand, Developmental Coordination Disorder is the diagnostic label medical and research professionals have used for over twenty years. DCD is a defined neurodevelopmental condition with specific features.
Simply put: Dyspraxia is a type of DCD.
Prevalence of DCD: While statistics show that 1 in 20 (and some organizations speculate 1 in 10) individuals in the general population (approximately 5% of children ages 5-11) have DCD, relatively few educational and medical professionals in the United States have a working knowledge of the diagnosis.
Comorbidity of DCD: DCD often co-occurs with other diagnoses such as Attention Deficit Hyperactivity Disorder (ADHD), Speech-Language Disorders, and Specific Learning Disabilities. Additionally, Dysgraphia, a Specific Learning Disability of handwriting, often co-occurs with DCD.
Outcome and Prognosis of DCD: DCD is a lifelong disorder. With the application of Occupational and Physical Therapy services, symptoms and quality of life can improve significantly.
Why does it matter?
So are semantics really that big of an issue?
The short answer? It depends.
While awareness of DCD is fairly common in Canada, Europe, and Australia, it is relatively unknown here in the United States. This lack of awareness presents a challenge for children with DCD and their families. My family has experienced such struggles firsthand. When our son was first diagnosed with “abnormality of gait and motor delay” at around age 3, we wrestled with our insurance company to cover OT and PT services. Defeated, we ended up paying out of pocket. While frustrated, we were extremely thankful to be able to afford such necessary care.
Insurance struggles were only the first battle. Next came education.
Public or private?
We settled on a private Kindergarten. At the time, we felt the four-day-a-week schedule, two-teacher classroom, and small class size of eighteen students would be assets. Kindergarten revealed new insights into our son’s learning style, both strengths, and challenges. At the recommendation of our OT and PT crew, we provided the school with interventions and therapeutic supports to help him succeed. The teachers tried. They loved our son! It simply was not enough.
Through my years of working in public education as a guidance counselor, I knew the hurdles that lay ahead in ensuring my son received adequate services to address his needs. With a diagnosis that most medical and educational professionals were unfamiliar with, I was concerned my son’s disability would not be covered under IDEA (Individuals with Disabilities Education Act).
I knew from my professional experience and educational background that an Individualized Education Plan (IEP) was unlikely. DCD is not a Specific Learning Disorder, but rather a neurodevelopmental disorder that impacts learning, like ADHD. And like ADHD, in some cases DCD has been covered under Other Health Impairment (OHI) to receive services with an IEP.
But that is in some cases. In other cases, much like ADHD, services are delivered via a 504 Plan. For more information on 504 and IEP plans, the differences between them, and which diagnoses qualify for each, please click here.
In far too many cases, DCD goes unrecognized and undiagnosed. The child’s struggles are attributed to laziness, lack of effort, or defiance. The child simply falls through the cracks.
With the advent of Response To Intervention (RTI) and its tiered, time-consuming, “watch and wait” approach, I knew my son would struggle without accommodations and modifications from the beginning. While I also knew my rights (i.e., I could request an evaluation for services at any time, in essence, shortening the wait window), I also knew from our years of privately funded OT and PT that our son did not meet the criteria for any diagnosis covered under IDEA (Dysgraphia, Dyscalculia, Dyslexia, etc..). While a 504 plan was a possibility, it was a long shot. I could provide interventions at home but how would he cope during the school day without such modifications and accommodations?
Private school? We toured many wonderful private schools in our area.
But, private schools are exempt from IDEA.
After much prayer and deliberation. my husband and I chose to homeschool.
While our struggles turned out to be a blessing in disguise (we are very happy as homeschoolers), other families are not as fortunate.
Lobbying for language that employs the far-reaching use of a commonly accepted diagnostic term such as Developmental Coordination Disorder can help us as a community to work together to advocate for:
- increased awareness of a commonly occurring (5-6% of children qualify for a diagnosis of DCD while 6-10% of children have some feature of DCD) but little-known disorder
- insurance coverage for services and therapeutic supports (e.g., DCD is a lifelong disorder, early intervention is key)
- the inclusion of Developmental Coordination Disorder under the umbrella of IDEA
- teaching self-advocacy so individuals with DCD can grow in autonomy and self-esteem
- further acceptance of neurodiversity
- employing more effective intervention techniques specific to DCD to promote better treatment outcomes
Looking Ahead
It appears as though the lexicon is slowly changing. A quick internet search and scan of organizations committed to dyspraxia awareness reflect a shift in language. Most organizations reference the more commonly accepted term of dyspraxia while also denoting the more accurate diagnostic label of Developmental Coordination Disorder.
Coming together with a common language can help us achieve the above goals as a community.
Blessings,
Kimberly
IOH Mom
This website is not a professional counseling website and nothing here should be construed as professional counseling advice. Although Kimberly Bennett, LPC is a Licensed Professional Counselor, she is not your counselor, and no counselor-client relationship is established unless she has signed an agreement with you. All information provided through this website is for informational and educational purposes only. This post may contain affiliate links. Please read my disclosure statement. Thanks for visiting!
