Dyspraxia was gotten from the word Praxis which means “the ability to perform intentional movements or simple gestures.” Hence Dyspraxia is the difficulty imagining, planning, and executing movement to achieve a desired output. Think of catching a ball; it definitely appears easy; however, it involves several cognitive, perceptual, and motor processes. A Dyspraxic student may have challenges with the processing of movement required to catch a ball (ideation/Imagining) or forming the motor plan to place themselves in an appropriate position to catch the ball (planning), or they might have difficulty carrying out a sequence of movements to see the ball (execution).
With Dyspraxia, the problem is in the impairment of conceptualizing, planning, and or/ execution which affects or interferes with motor coordination. So, if we go back to the catching exercise, the dyspraxic student will miss the ball or hit their face/body. They might also fall while trying to catch the ball due to the lack of coordination in their hands and feet movement.
According to published reports, 5.3 percent of the global student population suffers from coordination problems and does not achieve their academic potential (Maeland, 1992; Gubbay, 1975; Henderson and Hall, 1982). It can, therefore, be assumed that at least 1 child in a class of 30 will have motor coordination difficulties, but the figure may rise to as many as 3.
A diagnosis of Dyspraxia can be made by an occupational therapist or a child developmental pediatrician.
At different stages of a student’s school life, Dyspraxia can present differently. The stages we can focus on are: