Dyspraxia (also known as Developmental Coordination Disorder or DCD) is a condition that is often misunderstood and misdiagnosed. In fact, while it's thought to be rare, an estimated 6-10 percent of children live with dyspraxia (as many as 1 in 20 children!). While children with this condition are often thought of as simply "clumsy," the fact is that dyspraxia is a recognized disability--meaning that without appropriate accommodations, it can severely disrupt a student's academic progress and future prospects. This reality is as true for colleges and universities as it is in K-12 schools.
Federal legislation requires K-12 schools, colleges, and universities to provide specific accommodations for students with disabilities, including those with dyspraxia. However, these accommodations are rarely provided automatically. It is incumbent on the parents (and students who are old enough) to understand their legal rights and ensure that the student receives proper accommodations. Unfortunately, many schools do not always meet the necessary support standards for students with dyspraxia. This failure can lead to a suboptimal educational experience at best and unfair disciplinary actions at worst. Alarmingly, many parents and students are unaware that the student's rights are being violated. This is where having an experienced education attorney becomes essential.
If your child is living with dyspraxia, the Lento Law Firm's Education Law Team can ensure your student receives all the legal accommodations to which they are entitled. We have nationwide experience advocating for disabled students and ensuring their respective schools provide the equal educational opportunities that are required by law. We are dedicated to vigorously defending your child's rights. To schedule a consultation, contact the Lento Law Firm at 888-535-3686 or fill out our confidential online form.
What Is Dyspraxia?
Dyspraxia (more formally referred to as developmental coordination disorder, is a neurological condition that affects motor coordination and planning. It manifests in difficulties with physical tasks that require fine or gross motor skills. Although the exact cause of dyspraxia is unknown, it is believed to result from disruptions in the way the brain processes information, affecting the planning and execution of movements. It can manifest in children from an early age, but it usually can't be effectively diagnosed until a child is at least five years old because motor skills are still developing before that time.
Indicators of dyspraxia can vary, but they commonly include difficulties with activities requiring coordination, such as sports, writing, or even tying shoelaces. Children with dyspraxia may appear clumsy or awkward in their movements (which often leads to the unfortunate alternative term "clumsy child syndrome"). They often struggle with tasks that require sequencing, timing, and spatial awareness. In addition to motor difficulties, dyspraxia can affect speech, making it challenging to pronounce words or organize thoughts coherently.
Most notably, the presence of dyspraxia has absolutely no relation to a child's intellectual abilities. A child with DCD may be exceedingly bright, but the challenges that come with navigating basic movements can convey the opposite impression to uninformed onlookers. Emotional and behavioral issues, such as low self-esteem or frustration, can also be present due to the difficulties faced in everyday tasks.
Diagnosis of dyspraxia typically involves a multidisciplinary approach, including medical, educational, and psychological assessments. A pediatrician, neurologist, or occupational therapist may conduct a series of tests to evaluate motor skills, coordination, and developmental history. Standardized assessments, such as the Movement Assessment Battery for Children (MABC) or the Developmental Coordination Disorder Questionnaire (DCDQ), are often used to identify specific motor difficulties. It is essential for the diagnosis to differentiate dyspraxia from other conditions that can affect motor skills, such as cerebral palsy or muscular dystrophy. Once it is diagnosed, dyspraxia can be treated using occupational therapy, physical therapy, and speech therapy to help improve motor skills and coordination. With appropriate interventions and support, individuals with dyspraxia can develop strategies to cope with their difficulties and lead fulfilling lives.
How Dyspraxia Can Negatively Affect a Child's Learning Experience
Dyspraxia presents numerous challenges for a K 12 or college student--challenges that can negatively impact many aspects of learning and school life unless accommodations are made.
Foremost among these challenges is the impact on fine motor skills. Children with dyspraxia often struggle with common school tasks such as writing, drawing, and using classroom tools like scissors and rulers. These difficulties can lead to slow and illegible handwriting, making note-taking and completing written assignments particularly laborious. They may fall behind their peers academically despite having the intellectual capacity to understand the material.
Dyspraxia can also affect a child's gross motor skills, impacting their ability to participate in physical education and playground activities. This can lead to feelings of exclusion and social isolation as the child may struggle to keep up with peers in sports and games. Social integration is further hindered by potential speech difficulties, making it challenging for the child to communicate effectively with teachers and classmates.
The sensory processing issues often associated with dyspraxia can further complicate a child's educational experience. Over-sensitivity to noise, light, or touch can make the classroom environment overwhelming, reducing the child's ability to focus and participate fully in lessons.
Rights of Students with Dyspraxia Under Disability Laws
Under federal laws, a disability is defined as any “significant physical or mental impairment” that substantially limits one or more “major life activities.” As education is considered a "major life activity" and dyspraxia affects a student's ability to learn in the traditional setting, this disorder is recognized as a disability that educational institutions must accommodate legally.
U.S. disability rights are established by three primary pieces of legislation: Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), and the Individuals with Disabilities Education Act (IDEA). Together, these laws create the framework for how schools must accommodate students with disabilities, including dyspraxia. While IDEA primarily addresses K-12 students' needs, the ADA is more applicable to college students seeking accommodations. Section 504 applies to all federally funded schools, with some provisions (such as Free Appropriate Public Education, or FAPE) mainly directed at K-12 public schools.
To obtain a disability accommodation, students or their guardians must submit a formal request to their school. Each school has a specific protocol for processing such requests, and following these procedures is crucial to ensure proper assessment.
IEP Accommodations for Students with Dyspraxia
A key component of IDEA is the right of eligible students with disabilities to have an Individualized Education Plan (IEP) tailored to their needs. This customized educational plan is designed to meet the student's requirements through collaboration among school officials, teachers, and parents. IEP eligibility covers a wide range of conditions, including intellectual difficulties, emotional disturbances, and learning disabilities such as dyspraxia.
Not every situation necessitates an IEP, and not all schools are required to provide one. While K-12 students in public or charter schools may be eligible for an IEP, this eligibility does not extend to private school students. Furthermore, an IEP's applicability is limited to the K-12 education system; colleges are not obliged to adhere to high school IEP criteria post-graduation.
For students struggling with dyspraxia, an IEP might involve accommodations that include, but are not limited to:
- Occupational Therapy Sessions: Regular sessions to enhance fine and gross motor skills, focusing on individualized exercises tailored to the student's needs.
- Adapted Writing Tools: Use of special pens, pencils, or keyboards to assist with writing tasks and reduce the strain associated with poor fine motor skills.
- Modified Assignment Deadlines: Extended time for completing assignments and tests to accommodate slower processing and writing speeds.
- Alternative Assessment Methods: Options for oral presentations, video submissions, or other formats that do not rely heavily on written work.
- Physical Education Modifications: Adjusted physical education activities that account for the child's coordination challenges and ensure inclusive participation.
- Classroom Seating Arrangements: Strategic placement in the classroom to minimize distractions and enable better focus.
- Assistive Technology: Provision of devices such as tablets, laptops, or speech-to-text software to facilitate learning and communication.
- Breaks During Class: Scheduled breaks to help manage fatigue and reduce stress associated with prolonged concentration and physical effort.
- Professional Development for Teachers: Training for educators on dyspraxia to ensure they understand the condition and can implement effective teaching strategies.
- Sensory Accommodations: Adjustments to the classroom environment to address sensory sensitivities, such as reducing noise levels and providing a quiet space for breaks.
Free Appropriate Public Education (FAPE) for Students with Dyspraxia
Under Section 504 and the Individuals with Disabilities Education Act (IDEA), every student with a disability has the right to an education comparable to that of their non-disabled peers. Federally-funded educational institutions providing free education must offer a Free Appropriate Public Education (FAPE) to each student with a recognized disability, including public and charter K-12 schools. However, since colleges and universities typically charge tuition, they are not required to provide FAPE.
The specific implementation of FAPE for students with dyspraxia depends on various factors, such as the student's individual needs and challenges, the severity of their impairment, and the policies of their school district. Many resources found in an Individualized Education Plan (IEP) may also be utilized in FAPE. The goal is to ensure that the student is educated in the general classroom environment to the maximum extent appropriate, supplemented by necessary educational services to guarantee equal access to education.
ADA Reasonable Accommodations for College Students with Dyspraxia
Under the Americans with Disabilities Act (ADA), higher education institutions must provide "reasonable accommodations" to students with disabilities to support their academic pursuits. (Many colleges and universities have dedicated departments for accommodating students with disabilities.) College students with dyspraxia can request such accommodations by submitting relevant documentation, including a doctor's diagnosis, to the school. A high school IEP can be presented as part of this documentation to demonstrate previously recognized needs. Although the IEP does not directly apply in college settings, it can help the school identify and provide appropriate equivalent accommodations.
For students with dyspraxia, "reasonable accommodations" may include, but are not limited to:
- Extended Exam Time: Additional time allocated for exams and quizzes to accommodate slower processing and motor skills.
- Note-Taking Assistance: Provision of note-takers or access to lecture notes and recordings to ensure comprehensive coverage of class material.
- Use of Assistive Technology: Access to devices such as laptops, tablets, and speech-to-text software to facilitate efficient note-taking and assignment completion.
- Alternative Format Assignments: Acceptance of assignments in various formats, including oral presentations or digital submissions, to accommodate difficulties with handwriting or typing.
- Adjusted Course Load: Flexibility in course scheduling, allowing for a reduced course load to manage academic demands better.
- Course Material Accessibility: Availability of textbooks and readings in digital or audio format to reduce the physical strain of handling heavy books and improve comprehension.
- Regular Counseling Sessions: Access to counseling services to support mental health and address any stress or anxiety related to academic pressures.
When a School Fails to Accommodate Dyspraxia
Unfortunately, students with DCD may sometimes encounter difficulties in obtaining the necessary accommodations from their schools. There may be instances, for example, where a school either fails to recognize the disability or neglects to provide adequate support to help the student succeed. In such situations, knowledge is power when it comes to parents and students. You must be well informed about the student's legal rights in order to make a compelling case to the school. The first step in resolving these issues is to follow the school's procedures for requesting accommodations and strive for a cooperative solution. If these efforts prove unsuccessful, consulting an education law attorney with expertise in disability accommodation disputes may be necessary.
The Lento Law Firm's Education Law Team: Supporting Students with Dyspraxia
Every student, including those with dyspraxia, deserves an education that addresses their unique needs and fosters both academic and personal growth. Legally mandated disability accommodations are crucial to ensuring that every student has the opportunity to excel academically and in their future careers. However, securing these accommodations is often not automatic and can be a complex and frustrating process.
At the Lento Law Firm, our Education Law Team possesses extensive knowledge of the legal rights afforded to students with disabilities and how to ensure their access to a high-quality education. With years of nationwide experience and a proven track record of success in even the most challenging cases, our team will utilize all available resources, from skilled negotiation to litigation, if necessary, to secure the accommodations your student deserves. For a consultation, contact the Lento Law Firm at 888-535-3686 or use our online form.
