Diagnosis of Dyspraxia
The diagnosis of dyspraxia is often made after a child shows persistent difficulties with coordination, balance, or everyday physical tasks. There is no single test to confirm dyspraxia, so diagnosis relies on detailed developmental history, observation, and standardised assessments conducted by a team of professionals, usually including occupational therapists, paediatricians, and educational psychologists.
Early signs—such as delayed crawling, difficulty using cutlery, poor pencil grip, or clumsy movements—may first be noticed by parents or teachers. If concerns persist, the child is usually referred for further assessment. This is especially important when difficulties interfere with daily functioning or learning progress.
During the diagnosis of dyspraxia, professionals will look at a range of abilities. These include fine and gross motor coordination, balance, posture, eye-hand coordination, and the ability to plan and execute movements. They also consider how these challenges impact a child’s academic, social, and emotional development.
One of the most widely used tools is the Movement Assessment Battery for Children (MABC), which measures motor function in relation to age-specific expectations. Additional assessments may evaluate visual-motor integration, speech development, and executive functioning skills such as planning and organisation.
To be formally diagnosed with dyspraxia—or Developmental Coordination Disorder (DCD)—the following criteria must usually be met:
The motor difficulties are significantly below what is expected for the person’s age.
These challenges interfere with activities of daily life, such as dressing, writing, or playing.
The problems are not better explained by another medical or neurological condition.
Symptoms were present from early childhood.
In South Africa, the diagnosis of dyspraxia remains challenging, especially in under-resourced schools. Access to trained professionals is limited, and many children are misdiagnosed or not assessed at all. Some are incorrectly labelled as having behavioural issues or learning disabilities without understanding the motor difficulties at play.
Diagnosis of Dyspraxia
Additionally, assessments are often designed for Western contexts, which may not reflect the lived realities of South African children, especially those in rural or multilingual environments. Tools and approaches need to be culturally adapted to avoid misdiagnosis or under-identification.
Parents who suspect dyspraxia should keep records of their child’s developmental milestones and school performance. Sharing these with a general practitioner or school-based support team is the first step in getting a referral for assessment.
Early diagnosis of dyspraxia opens the door to practical interventions. It also helps families, teachers, and the child understand that the struggles are real and not the result of laziness or poor parenting. Recognition and support can dramatically improve self-esteem and long-term outcomes.
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