EHCP for dyspraxia (DCD): a UK parent's guide | EHCP Clarity
Diagnosis-Specific Guide

EHCP for dyspraxia (Developmental Coordination Disorder)

Dyspraxia, formally Developmental Coordination Disorder (DCD), is a recognised neurodevelopmental condition affecting motor coordination, planning and execution. The cumulative impact on classroom access — handwriting, organisation, fatigue, PE, practical lessons — is often substantial. This guide covers OT evidence, ICT access, and how to specify Section F provision.

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Quick answer

Dyspraxia / DCD sits under Sensory and/or Physical Needs in the SEND Code of Practice 2015. A current OT assessment with quantified recommendations is usually central. Section F should name OT input, handwriting programme, ICT access, adapted PE, time allowances and organisational support. Section F that establishes ICT as the "normal way of working" also strengthens the case for exam access arrangements.

How DCD presents in school

  • Slow, illegible or fatiguing handwriting
  • Difficulty with scissors, rulers, compasses, lab equipment
  • Difficulty in PE — balance, ball skills, sequencing movement
  • Difficulty with self-care — dressing, tying laces, lunchtime
  • Disorganisation — losing equipment, forgetting books, missing transitions
  • Difficulty copying from the board
  • Slow recording of work — pace becomes a barrier to learning
  • Fatigue from the cognitive load of motor tasks, with knock-on impact on attention and behaviour
  • Low self-esteem and avoidance of writing or PE tasks

Where DCD sits in the SEND framework

The SEND Code of Practice 2015 names four broad areas of need. DCD typically falls under Sensory and/or Physical Needs but commonly co-occurs with SLCN, ADHD, autism and SEMH. The EHCP should describe the whole profile.

OT input required for educational access belongs in Section F (special educational provision). Health-only OT input may sit in Section G. The principle that protects the legal duty to deliver SLT applies equally to OT.

How to apply for an EHCP for dyspraxia

  1. 1

    Get an OT assessment

    An OT assessment using validated tools (e.g. Movement ABC-2) should describe the motor profile, the impact on learning and daily living, and recommend quantified provision. NHS waits can be long; independent OT assessments are widely used.

  2. 2

    Get a paediatric or developmental paediatrician review

    Where appropriate, a paediatrician can confirm the DCD diagnosis and rule out other conditions. NHS pathways vary by region.

  3. 3

    Document curriculum impact

    Record impact on handwriting, recording of work, PE, practical lessons, organisation, transitions, lunchtime, and any tasks requiring fine motor skills.

  4. 4

    Document fatigue and emotional impact

    DCD is exhausting — the cognitive load of coordinating movement reduces capacity for learning. Record fatigue patterns, frustration, low self-esteem, and impact on participation.

  5. 5

    Submit an EHC needs assessment request

    Frame the request around Sensory and/or Physical Needs (and any co-occurring areas). Reference OT recommendations and explain why ordinary differentiation is not enough.

  6. 6

    Specify Section F provision

    Section F should name OT input, handwriting programme, ICT access (and conditions for use), adapted PE arrangements, time allowances, and organisational support. Vague phrases like 'access to OT as required' are not specific.

Building your DCD EHCP case

  • Current OT assessment with quantified recommendations
  • Paediatric or developmental paediatrician confirmation where available
  • Samples of handwriting and recorded work
  • School records of differentiation tried (large lines, slope boards, ICT trials)
  • Evidence of fatigue and pace impact on learning
  • Records of PE and practical lesson access difficulties
  • Evidence of organisational difficulties — lost work, missed transitions
  • Parent observations of self-care impact

Common LA pushbacks on DCD EHCPs

  • "DCD does not need an EHCP — reasonable adjustments are enough" — Equality Act adjustments are separate from EHCP provision; the test is what specific educational provision is required.
  • "OT input will go in Section G" — push back: OT required for educational access belongs in Section F.
  • "Access to a laptop as needed" — too vague. Specify the laptop is the normal way of working, with the conditions and software.
  • "Handwriting is improving" — short-term progress does not change the underlying need; document the fatigue and pace cost.
  • "School can support without an EHCP" — point to the graduated approach and the evidence of what has been tried and why it is not enough.

Frequently asked questions

What is dyspraxia / DCD?
Developmental Coordination Disorder (DCD), commonly known in the UK as dyspraxia, is a condition affecting motor coordination, planning and execution of movements. It can affect fine motor (handwriting, scissors, dressing), gross motor (running, balance, ball skills), and praxis (planning sequences of movement). DCD is recognised in the DSM-5 and ICD-11.
Where does DCD sit in the SEND framework?
DCD typically falls under 'Sensory and/or Physical Needs' in the SEND Code of Practice 2015 — one of the four broad areas of need. It frequently co-occurs with SLCN, ADHD, autism and SEMH needs, in which case the EHCP should describe needs across all relevant areas.
Can my child get an EHCP for DCD alone?
Yes, where the impact is severe enough that mainstream resources cannot reasonably meet the need. Many DCD-led EHCPs are issued for children whose handwriting, organisation and physical access to the curriculum require sustained OT and adapted provision. The legal test is the same as for any need.
Who assesses for DCD?
DCD is typically diagnosed by paediatricians or paediatric OTs using assessment tools such as the Movement ABC-2. NHS pathways vary by region. Independent OT assessment is widely accepted for EHCP purposes where NHS access is limited.
What kind of provision is typically specified?
Section F provision often includes: OT input (direct and indirect, with quantified hours), handwriting programmes, access to ICT (laptop / scribe / voice-to-text), adapted PE provision, additional time for tasks, organisation and executive function support, and movement breaks.
Will my child grow out of dyspraxia?
DCD is generally lifelong, although strategies and adaptations can substantially improve function. The EHCP case is built on current need and likely future need for special educational provision, not on optimistic projections of recovery.
Does my child qualify for exam access arrangements?
Many children with DCD qualify for exam access arrangements (extra time, scribe, word processor, separate room). These are governed by JCQ rules and are separate from — but should be reflected in — the EHCP. Section F can specify regular ICT use throughout school as the 'normal way of working', which strengthens the case for exam arrangements.

Related guides

Sources and further reading

This is general information, not legal advice. EHCP Clarity helps parents organise and prepare their own materials. It does not provide legal advice, legal representation, or tribunal advocacy, and nothing on this page should be relied on as a substitute for advice about your specific situation. For free independent expert support, contact IPSEA, SOS!SEN, or your local SENDIASS. For legal representation, instruct a SEND solicitor.