It’s not uncommon to notice a student who struggles with tasks that seem simple for their peers, such as tying their shoes, holding a pencil correctly, or following through on multi-step directions. While we might chalk it up to clumsiness or inattention at first, these signs can sometimes point to deeper motor planning challenges. Two terms that come up often in this context are dyspraxia vs. apraxia.

Though they sound similar, they’re not the same thing. And knowing the difference can make a big impact on how we support students in the classroom. This guide breaks down what dyspraxia and apraxia are, how they show up in a school setting, and most importantly, what you can do to help students who may be struggling with either condition.

What Is Dyspraxia?

Dyspraxia, sometimes referred to as Developmental Coordination Disorder (DCD), affects a child’s ability to plan and coordinate physical movement. It’s not a problem with muscle strength. The challenge lies in how the brain sends messages to the body to organize and carry out a movement.

Students with dyspraxia may have difficulty with both fine motor skills (like writing or cutting with scissors) and gross motor skills (like running or catching a ball). They often know what they want to do, but their body doesn’t always cooperate. That disconnect can be frustrating and exhausting for them. According to the Cleveland Clinic, you might notice:

  • Awkward or uncoordinated movements
  • Trouble with handwriting, using utensils, or zipping up coats
  • Difficulty with PE or playground activities
  • Avoidance of tasks that involve sequencing or multiple steps
  • Frequent spills or dropping objects

What Is Apraxia?

Apraxia is a neurological condition that affects the brain’s ability to carry out learned movements, even when a person wants to and has the physical ability to do them. In schools, the type you’re most likely to come across is childhood apraxia of speech (CAS).

Students with CAS know what they want to say, but their brains struggle to coordinate the muscle movements needed for speech. It’s not a language issue; it’s a motor planning issue specific to speaking. According to the Cleveland Clinic, you might notice:

  • Inconsistent sound errors in speech
  • Groping movements of the mouth when trying to talk
  • Speech that’s hard to understand, especially for unfamiliar listeners
  • Better understanding than expression (they get it, but can’t say it clearly)
  • Frustration or anxiety when trying to communicate

Dyspraxia vs. Apraxia: What’s the Difference?

The main difference comes down to scope and execution. Dyspraxia can affect a wide range of motor skills. It shows up in how a student moves, writes, organizes, and completes daily tasks. It’s developmental, often diagnosed in early childhood, and can vary from mild to severe.

Apraxia, especially when we’re talking about speech, is much more specific. It affects the ability to plan and carry out the movements needed for talking. It’s also neurological but doesn’t usually impact physical coordination outside of speech.

Here’s a quick way to tell them apart:

Dyspraxia = broader movement challenges

Apraxia = specific motor planning challenges, often with speech

Some children may have both, but they don’t always go hand-in-hand.

How These Challenges Affect Learning

Dyspraxia and apraxia doesn’t just impact a student’s movement, but it can also affect every part of their academic school day. Here’s what you might see in students with dyspraxia:

  • Difficulty organizing their materials or managing their time
  • Clumsiness or problems with special awareness
  • Difficulty with handwriting
  • May struggle with focusing for extended periods of time
  • Slower work completion

In students with apraxia, you might see:

  • Trouble with forming words clearly
  • Difficulty retelling stories or explaining events
  • Frustration with communicating effectively
  • Struggles with phonemic awareness or early literacy skills
  • Limited participation in class discussions

Strategies to Support Students

What can teachers do to support students with dyspraxia or apraxia? The first step is to have a deep understanding of each challenge. This will help to make meaningful changes in order for students to thrive. Here are some ideas:

Break Down Tasks

Break down larger, longer tasks into smaller tasks. For each task or step, give one direction at a time to keep from overwhelming the child. Use visuals like diagrams or checklists to help students.

Give Extra Time

These students often need more time to complete tasks. Build in breathing room for transitions, assignments, and assessments.

Allow Multi-Sensory Tools

Incorporate movement, touch, visuals, and sound to support learning. Tactile letters, speech apps, or hands-on math tools can help reinforce concepts in ways that don’t rely heavily on speech or fine motor control.

Give Alternatives

Allow these students to have alternatives. For example, if handwriting is a struggle, let students use speech-to-text. If it’s a verbal expression that is difficult, then offer visuals.

Focus on Effort

Celebrate student progress. Students with dyspraxia may write fewer sentences, but it likely took a lot of effort just to get those words on the page. Students with apraxia might only say a few clear words, but that could reflect hours of practice and determination. Celebrate their effort and success because it deserves to be noticed.

Work with Specialists

Collaborate with OTs, SLPs, and special educators. They can provide insights and suggestions that will make your classroom more supportive.

Be Patient

Be patient with students. It may take a few attempts for them to get to where they need to be, and that’s okay. Students need to feel that mistakes are okay and that their effort is valued.

How to Foster a More Inclusive Atmosphere

Students with dyspraxia or apraxia aren’t being lazy or difficult. Most of the time, they’re working even harder than we realize. Their brains just plan and carry out movement differently, and that can make everyday tasks feel a lot harder. Once we understand what’s really going on, it’s easier to respond with patience instead of frustration and help them through their accommodations.

You don’t need a stack of new materials or special certifications to support students. Simple, small changes like how you give instructions, set up your classroom, or offer choices can make a huge difference.

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