Dyspraxia, like many other neurodivergences, is a natural variation in human neurotypes and experience. Dyspraxic individuals experience the world differently – they struggle with coordination, movement, language, speech and independence in a world often designed and designated for neurotypical individuals. We need to shifting our understanding of dyspraxia from a purely medical perspective to one informed by the social model of disability. The ableist environment can devalue and misunderstand dyspraxic people. Dyspraxia awareness is crucial to combat the lack of knowledge and care for this group. Dyspraxic individuals can contribute to neurodiversity by advocating for a more inclusive and accepting environment.
There are various labels for dyspraxia, each with embodied assumptions. Each term reflects the evolving understandings of the neurodivergence, including perceptual-motor difficulties, sensorimotor dysfunction, and developmental dyspraxia, all now broadly categorized under developmental coordination disorder (DSM-IV, American Psychiatric Association, 2000). However, according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5, APA, 2013), dyspraxia is a deficit in acquiring and executing coordinated motor skills, leading to difficulties manifesting as clumsiness, slowness, and inaccuracy, particularly in fine motor tasks (e.g., using scissors). Daily living activities appropriate for age, such as self-care, can also be impacted. While this medical definition is helpful for diagnosis and access to intervention (American Psychiatric Association, 2013), it overlooks a crucial aspect of dyspraxia: the significant heterogeneity within this group. Put simply, the definition fails to capture the wide range of experience and presentation of dyspraxia. Notably, speech, a commonly reported struggle among dyspraxic individuals (Gibbs et al., 2007), including the author, is often excluded from the DSM-5 criteria.
A comprehensive understanding of dyspraxia should include the lived experience of dyspraxic individuals, recognizing their identity as shaped by both community and individual experiences, and diverse intersecting identities (e.g., race, gender, and other neurodivergences; Elsherif et al., 2022). Operating within an ableist society (i.e., certain neurotypical values are valued over others; Wolbring, 2008) that devalues neurodiversity, dyspraxic individuals encounter systemic barriers and social exclusion, leading to trauma and internalized self-doubt (e.g., Bart et al., 2011; Missiuna et al., 2006; van der Linde et al., 2015). These daily encounters, marked by misunderstanding and the struggle to meet societal expectations, can lead to dyspraxic individuals being viewed as a burden (e.g., Bart et al., 2011; van der Linde et al., 2015). While these experiences of social exclusion and internalized doubt are shared with many neurodivergent individuals, dyspraxia uniquely manifests in significant challenges with motor coordination and planning.
For instance, while an ADHDer might struggle with focus during a task, a dyspraxic individual may struggle with the physical execution of that task, such as writing legibly or coordinating movements in a team sport. Similarly, while autistic individuals may experience sensory overload, dyspraxic individuals might experience sensory overload that is compounded by difficulties processing spatial awareness and body positioning, leading to clumsiness and difficulty navigating their environment. For instance, the dyspraxic individual may misjudge distances between objects, struggle to maintain balance while turning corners and interpreting spatial cues such as the layout of hallways or the locations of doorways in visually busy or poorly lit environments. This sensorimotor interaction can lead to bumping into walls or furniture, difficulty orienting oneself, and increased anxiety in an unfamiliar or crowded environment, potentially leading to a dyspraxic meltdown. This crucial distinction in motor-based challenges, from fine motor skills like buttoning a shirt to gross motor skills like walking without bumping into things, sets dyspraxia apart from other neurodivergences in everyday contexts. As a result, dyspraxic individuals form their understanding of dyspraxia on both individual and social levels, bringing these insights into every interaction (Figure 1).
